Search

“Why am I learning this language? How is my language learning affected by my attitudes and my context?” For the average second language (L2) learner, these questions are probably not often considered in such an explicit fashion. For L2 educators and L2 motivation researchers, however, these student-centered questions are urgent and ever-present. From my own experience, teaching English to speakers of other languages across different contexts has presented vastly differing pictures of L2 learner motivation. What is it that makes teaching English as a Second Language (ESL) to first-generation Hispanic immigrant students so different from teaching English as a Foreign Language (EFL) to sub-Saharan African students? From an anecdotal standpoint, the answer appears to lie in the understanding of motivation within context: which students have it, why they have it, and how to inspire the same, if possible, in other learners. Thus, as “numerous studies have provided statistical evidence that indicates motivation is a predictor of language-learning success,” L2 motivation research seems well worth examining in greater detail for both language researchers and language teachers alike (Gass & Selinker, 2009, p. 426).

The present study attempted to unveil the differences in the cognitive processes employed in writing in a second language while writing on computer, and with paper and pencil. In doing so, eleven upper-intermediate, Persian-speaking English Language learners wrote texts in response to two International English Language Testing System (IELTS) writing tasks on computer and with paper and pencil. The Cognitive Processes Questionnaire (Weir, et al., 2007) and stimulated recall interviews were employed to collect data. The quantitative and qualitative analysis of the collected data indicated that the participants spent less time on prewriting planning, in the computerized condition, but they paused more often during the writing process for online planning. Furthermore, the participants, in both conditions, spent less time for planning when they wanted to write examples pertinent to their own life experience. The participants, in the computerized writing, tended to evaluate and review the text during the process writing, while in the paper and pencil condition, the evaluation was postponed to the end of the writing process. Longer text revision and a higher number of the rearrangements of sentences and ideas were other features of computerized writing. These findings along with those of other studies can deepen our understanding of second language writing cognitive processes which can benefit second language teachers, curriculum developers, and test developers. [ABSTRACT FROM AUTHOR]

This paper compares the effect of paper-based handwritten feedback (PBHF) and that of Tablet PC-based handwritten feedback (TBHF) in learning Japanese writing. The study contributes to the research on motivation, usability and presence when learners are given different media-based handwritten error feedback. The results indicated that there was little difference in the effect of the two media on motivation and usability factors. However, PBHF showed a positive effect on presence factor than TBHF. Also, there was little difference in proficiency improvement after the students reviewed different media based handwritten feedback. The results of this study suggest that language teachers should not use ICT with traditional strategies, but in an innovative way to improve their writing instruction and enhance learners' writing proficiency. [ABSTRACT FROM AUTHOR]

In this paper, I first discuss the field of bibliometrics, which is a quantitative approach to analyzing scholarly publications, and its subfield, scientometrics, which focuses exclusively on scientific literature. I argue that the use of bibliometric methods has been growing in applied linguistics in recent years, and explore the common features between bibliometrics and scientometrics. I will then review the papers published in the special issue on bibliometrics in applied linguistics, which features nine papers on various bibliometric topics. I conclude with suggestions for future research in the field, including the development of scales for measuring perceived prestige, investigation of indicators of influence and a predictive theory for impact of second language (L2) research, and further investigation into the imbalance in the representation of authors based in different parts of the world. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the guest editor discusses various reports within the issue on topics including second language learning among undergraduate students discussing learning strategies and information instruction and the manner in which power and domination are reflected in language use.

Learning a second language is challenging, but mastering pronunciation is even more difficult. Researchers continuously seek new ways to improve students' English abilities, such as listening and speaking, while ignoring the importance of pronunciation. After conducting a literature review, this article investigates the impact of corpora and two instructional methods on improving students' pronunciation. The paper addresses how to teach pronunciation effectively in the context of English as a second language. According to the review, corpus resources, critical listening, and shadowing can all be used independently to enhance students' proficiency in second language learning. Hence, an innovative Corpus-based Critical Listening and Shadowing model has been devised as an aid in the teaching of pronunciation by providing more specific suggestions for teachers and students, with the expectation that students will perform better once they have been taught pronunciation using the methodology. The current study's findings have pedagogical and methodological implications for pronunciation teaching, learning and research. The implications and future directions of the innovative Corpus-based Critical Listening and Shadowing model are also discussed. [ABSTRACT FROM AUTHOR]

This paper reports a bibliometric analysis of two small data sets: a set of 34 papers that make up The Routledge handbook of vocabulary studies (Webb, 2020) and a set of papers dealing with second language (L2) vocabulary research taken from a single journal Frontiers in Psychology. Bibliometric maps based on author co-citations in these two data sets are presented and compared. Although the two data sets are comparable in terms of size, they appear to be very divergent. In particular, the significant sources identified in The Handbook map seem to play a relatively minor role in the Frontiers map. The obvious conclusion is that The Handbook is not as representative of L2 vocabulary research as its title might lead us to believe. The paper argues that micro-bibliometric studies like this one can sometimes highlight features that are lost in the more traditional large-scale bibliometric approach. [ABSTRACT FROM AUTHOR]

This study explores the feasibility of using AI technology, specifically ChatGPT-3, to provide reliable, meaningful, and personalized feedback. Specifically, the study explores the benefits and limitations of using AI-based feedback in language learning; the pedagogical frameworks that underpin the effective use of AI-based feedback; the reliability of ChatGPT-3's feedback; and the potential implications of AI integration in language instruction. A review of existing literature identifies key themes and findings related to AI-based teaching practices. The study found that social cognitive theory (SCT) supports the potential use of AI chatbots in the learning process as AI can provide students with instant guidance and support that fosters personalized, independent learning experiences. Similarly, Krashen's second language acquisition theory (SLA) was found to support the hypothesis that AI use can enhance student learning by creating meaningful interaction in the target language wherein learners engage in genuine communication rather than focusing solely on linguistic form. To determine the reliability of AI-generated feedback, an analysis was performed on student writing. First, two rubrics were created by ChatGPT-3; AI then graded the papers, and the results were compared with human graded results using the same rubrics. The study concludes that e-Learning arning certainly has great potential; besides providing timely, personalized learning support, AI feedback can increase student motivation and foster learning independence. Not surprisingly, though, several caveats exist. It was found that ChatGPT-3 is prone to error and hallucination in providing student feedback, especially when presented with longer texts. To avoid this, rubrics must be carefully constructed, and teacher oversight is still very much required. This study will help educators transition to the new era of AI-assisted e-Learning by helping them make informed decisions about how to provide useful AI feedback that is underpinned by sound pedagogical principles. [ABSTRACT FROM AUTHOR]

Copyright of Juznoslovenski Filolog is the property of Serbian Academy of Sciences & Arts, Institute for the Serbian Language and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This is a quantitative study that focuses on the language education policy of distance learning classes with particular attention to the policies regarding the use of the first language in teaching the second language. Previous studies show that the viewpoint of teachers and students, who are involved in distance learning, towards policies of the English language departments of Saudi universities has not been explored before. The main objective of this paper is investigating teachers’ and students’ awareness of the English department’s policy regarding L1 in distance learning classes and the participants’ attitudes towards using L1 in the distance learning classes of L2. Teachers of English as a foreign language with various academic ranks and undergraduate students from different colleges took part in this study. The main research tool of this study is an online questionnaire. The same questionnaire was given to the two types of participants. Data analysis shows that the majority of the participants were not familiar with the policy of the English language department regarding the use of L1 in distance learning classes. Data analysis indicates that both teachers and students acknowledged that they use L1 in the distance learning classes. On the other hand, half of the teachers contended that L1 enhances students’ comprehension in the distance learning classes whereas the vast majority of the students supported this argument. Policy-makers in the English language department are invited to implement an “English-mainly” policy that perceives students as bilinguals. [ABSTRACT FROM AUTHOR]

Arabic students frequently encounter errors while learning English as a second language (ESL). This study investigates prevalent interlingual and intralingual errors observed among Arabic learners of English. The authors posit that by addressing morphological, lexical, and semantic inaccuracies, English instructors can assist Arabic learners in cultivating a more comprehensive and nuanced proficiency in the English language, thereby enhancing their communicative abilities across various contexts. The instructional strategies explained in this paper offer valuable insights for ESL teachers and tertiary-level Arabic students aiming to mitigate or eliminate such errors. Additionally, the teaching recommendations presented in this paper serve as beneficial resources for experienced and novice instructors, facilitating the reduction of errors commonly encountered by Arabic students in their English language acquisition journey. [ABSTRACT FROM AUTHOR]

Copyright of Álabe is the property of Alabe and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explores voices from an Appraisal Theory perspective (Martin & White, 2005). It aims to investigate how novice English as a Foreign Language (EFL) research writers deploy Engagement resources to review existing literature in the field. The study is based on a corpus of literature reviews from 25 research articles written by Thai undergraduate students enrolled in a research report writing class. Findings show that the writers demonstrated a strong preference to engage readers in the writers' justification of knowledge. The results revealed that Entertain, Acknowledge, and Counter resources were most often used in the articles. By contrast, novice research writers, to some extent, convince readers of their perspectives by using bare assertions without reference to other voices. It may be assumed that second language (L2) novice research writers are aware of the need to engage with readers and to strategically construe dialogic divergences in their written works. [ABSTRACT FROM AUTHOR]

While approaches informed by Systemic Functional Linguistics (SFL) have been widely applied to the field of language education since the 1960s, the idea of the system embodying the meaning potential of language in context, represented as a system network, could be used to make a much more significant contribution to second language (L2) or foreign language education, where despite pioneering efforts the uptake of SFL has been less than in L1 education. In this paper, we will take stock of the ways system networks have been used in studies concerned with L2 education and at the same time we will highlight new opportunities to empower new studies and applications based on system networks as a way of engaging with the central notion of learning how to mean in a second/foreign language. We argue that system networks can make a very significant contribution to L2 education if they are given more attention and their deployment is highlighted. The uses considered in this paper include the following: Tracking language development systemically; diagnosing problems in L2 student texts; supporting sequencing in the curriculum of the learning of the L2 meaning potential; designing exercises based on options in system networks; guiding L2 learners by means of system networks as cartographic tools; contrasting L1 and L2 resources based on multilingual system networks; and supporting advanced L2 learners expanding their L2 uses by adding translation skills drawing on multilingual system networks. We will touch on these uses, highlighting those that have perhaps given the least attention in L2 education drawing on SFL, but which look very promising as we move ahead in the next couple of decades. [ABSTRACT FROM AUTHOR]

In this study, we examined the nature of teacher Corrective Feedback (TCF) in Paper-And- Pencil and Electronic modes by exploring the form and purpose of TCF and the strategies used to mark errors in the writings of undergraduate EFL students. We also investigated possible differences between the two modes. To this end, we randomly assigned the students to the control (PAP feedback) and experimental groups (E-feedback). Taking a mixed-method research design, we analysed data which included the first drafts of students' essays of the two groups in hard and soft copy forms. We used a modified version of Analytic Model for Corrective Feedback and Error Feedback Strategies profile to identify the nature of TCF. The results showed: a) higher percentage of E-feedback compared with PAP feedback; b) make a grammar/mechanics comment/question, statement, or imperative as the most frequently used feedback type in both groups; c) underline/circle/ highlight the errors and underline/circle/highlight and categorise the errors as the most frequent feedback strategies in the control and experimental group respectively; and d) significant differences in the nature of feedback between the two modes. The findings suggested the medium (mode) by which feedback was provided affected the nature of the message given to the students. The outcome of this study is useful for writing instructors. [ABSTRACT FROM AUTHOR]

Dictionaries have become a ubiquitous tool in academia, extending beyond their common and essential purposes of checking spelling and meanings. This paper investigated the usage of dictionaries by 107 English learners in the Saudi context during their university studies, based on data collected from an opinion poll. Findings showed that learners use electronic and paper-based dictionaries for limited purposes. Besides surveying the dictionary type (online and paper-based), the study argues for a broader approach on their usage beyond checking spelling and meaning. The study considers dictionaries as valuable resources that facilitate second language learning by developing a multitude of skills, including spelling, vocabulary, grammatical usage, pronunciation, and semantic features of the target language (e.g., synonyms, antonyms, polysemy, and collocations). The study recommends that a dictionary should be used not just as a supplementary tool but as essential source for English language programmes, with dictionary-based tasks incorporated across the curriculum to promote sustainable language education. [ABSTRACT FROM AUTHOR]

BLC Theory proposes that individual differences (IDs) in language proficiency (in both native and non-native speakers) can poorly be mapped on a single proficiency scale. Instead, IDs can best be understood and studied in terms of two fundamentally different dimensions: (1) the cognition of oral language (receptive and productive speech processing) and (2) the cognition of the written language (reading and writing). This paper presents an update of BLC Theory placed under a non-nativist, usage-based, neural-network metatheory of language as a complex system. The paper includes predictions for the absence or presence of IDs in the oral and written domains, separately for native and non-native speakers. The theory predicts that while cognitive factors such as executive functions, non-verbal memory, and intelligence positively affect the acquisition of reading and writing skills in both native and non-native speakers, they do not play a significant role in the acquisition of speech processing in either native or non-native speakers. Contrary to folk wisdom, one does not need to be particularly intelligent to learn to understand and produce speech in a non-native language. Attention is given to typological differences between children's home language(s) and the standard language(s) of literacy. [ABSTRACT FROM AUTHOR]

As a dominant genre of academic writing, research papers can be considered as the locus of reproduction concerning asymmetrical power relations and dominance. Through a purposive sampling consisting of the analysis and evaluation of an argument, the purpose of this study was to divulge the power and ideology latent in the discussion section of the research articles to raise second language learners' awareness of the epistemological foundations and methodological goals and values of the ideologies behind the texts as social structures. By using a practical reasoning framework as an evaluative tool to analyze a text presented in the discussion part of arguments published in research articles, the analysis revealed that the scientific viewpoints exhibit themselves as the premises of these arguments. These world views maintain the dominance of the papers on global academic and social discourses. Understanding the ideological purpose of the article genre is crucial for promoting democratic and equitable education. This assertion highlights the importance of recognizing this function. [ABSTRACT FROM AUTHOR]

The practitioner-patient interview has been the subject of several studies in the world of medicine and in the field of teaching languages for specific purposes It has been considered one of the most critical oral genres in language teaching for medical-health purposes. Every health professional has to know and understand why the patient has come for a consultation; they must have the necessary skills to obtain as much information about the patient's health problem as possible, and if necessary, they have to perform a physical examination. The practitioner-patient interview is divided into several steps. Each step consists of a specific task with its specific objectives for the practitioner. For about fifteen years, the French Language Centre of McGill University, an English-speaking university in Montreal, Canada, has been offering French courses to students specializing in different areas of the Faculty of Health Sciences and Social Work who wish to do their clinical placements and pursue their professional career in the province of Quebec. Most of McGill’s students are native English speakers from different parts of Canada and the United States or international students whose first language is not necessarily English. One of the most important oral genres which must be taught to these students is the practitioner-patient interview in French, since one of their principal tasks as healthcare professionals will to interact with patients. Furthermore, students who have obtained a degree in any healthcare profession from an English-speaking university in the French-speaking province of Quebec must take a French language exam offered by the Office québécois de la langue française (OQLF). In one of the activities of this exam, the candidates must interview a patient or a caregiver in French. Therefore, this constitutes another reason to teach the practitioner-patient interview to our students. Unfortunately, there is little extant literature on how to teach students to carry out a practitioner-patient interview in French as a second language. Moreover, the possibility of recording actual interviews for use in class is practically impossible to respect patient confidentiality. This paper aims to share with the scientific community and with other language for specific purposes instructors how the practitioner-patient interview is taught at McGill University to non-native French speakers who wish to work in Quebec. [ABSTRACT FROM AUTHOR]

This research paper addresses the challenge of providing effective feedback on spontaneous speech produced by second language (L2) English learners. As the position of pauses and lexical stress is often considered a determinative factor for easy comprehension by listeners, an automated pipeline is introduced to analyze the position of pauses in speech, the lexical stress patterns of polysyllabic content words, and the degree of prosodic contrast between stressed and unstressed syllables, on the basis of F0, intensity, and duration measures. The pipeline is applied to 11 h of spontaneous speech from 176 French students with B1 and B2 proficiency levels. It appeared that B1 students make more pauses within phrases and less pauses between clauses than B2 speakers, with a large diversity among speakers at both proficiency levels. Overall, lexical stress is correctly placed in only 35.4% of instances, with B2 students achieving a significantly higher score (36%) than B1 students (29.6%). However, great variation among speakers is also observed, ranging from 0% to 68% in stress position accuracy. Stress typically falls on the last syllable regardless of the prosodic expectations, with the strong influence of syllable duration. Only proficient speakers show substantial F0 and intensity contrasts. [ABSTRACT FROM AUTHOR]

Deep insights into the factors influencing second language learners can positively impact learners’ self-intervention and guide language teachers in selecting appropriate teaching materials and strategies. Drawing from Lightbown and Spada’s framework encompassing motivation, aptitude, personality, intelligence, and learner preferences, this paper examines the relationship between individual learners’ characteristics and second language learning effects across five aspects by dialectically considering the research methods suitable for different learner variables. By incorporating recent research and offering practical implications, this paper has the potential to contribute valuable insights to both researchers and practitioners in the field of language education. [ABSTRACT FROM AUTHOR]

In this paper, we demonstrate the use of Visible Vowels to detect formant and durational differences between L2 and L1 speakers. We used a dataset that contains vowel measures from L1 speakers of French and from L2 learners of French, with Italian, Spanish and English as L1. We found that vowels that are not part of the L1 phonological system are often pronounced differently by L2 speakers. Inspired by the Native Language Magnet Theory which was introduced by Patricia Kuhl in 2000, we introduced magnet plots that relate vowels shared by the French phonological system and the learners' phonological system—the magnet vowels—to the vowels found only in the French phonological system. At a glance, it can be seen which vowels are attracted to the magnets and which vowels become further away from the magnets. When comparing vowel spaces, we found that the shape of the French vowel space of the English learners differed most from the shape of L1 speakers' vowel space. Finally, it was found that the vowel durations of the L2 speakers are greater than that of the L1 speakers of French, especially those of the English learners of French. [ABSTRACT FROM AUTHOR]

Copyright of Glottodidactica is the property of Adam Mickiewicz University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Theory & Practice of Second Language Acquisition is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of HOW: A Colombian Journal for Teachers of English is the property of Asociacion Colombiana de Profesores de Ingles and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study presents an international collaboration in the Students Meet Internationally through Language Education (SMILE) project and investigates how the SMILE project impacts Thai EFL students. This program provides students with opportunities to use English as an Authentic Communication Tool (E-ACT) by sharing their experiences and culture with high school peers in Japan online. Thirty-one Thai twelfth graders from a public high school in Bangkok participated in the SMILE project in the 2022 academic year. The course of the SMILE project we describe in this paper consisted of four collaboration classes (50 minutes, four times), and each class consisted of two sessions (25 minutes, twice). In each session, the Thai students met Japanese students in the same school grade in small groups with four or five students in total. These classes were conducted via online channels. Thai students' data were collected from class observations, interviews, and questionnaires. The results revealed that the Thai students 1) increased their confidence in using English, 2) gained broader perspectives from the cultural exchange sessions, 3) were eager to have similar collaborations with new Japanese students, and 4) showed clear enjoyment in their activities. Given these benefits, we conclude that the experience that student participants gained through the SMILE project had a substantial impact on them, which is likely to change their attitude toward studying English in the future. Besides, we discuss how current approaches to learner psychology may or may not be applied to our findings. Based on the results, the authors argue that having students with different first languages meet online should be conducted more widely in EFL circumstances. [ABSTRACT FROM AUTHOR]

This special issue sets out to revisit major bilingual and multilingual education policy and planning issues in key cities across the dynamic Greater Bay Area (GBA) of China (including Guangdong, Hong Kong, and Macau), as informed by the emerging insights from translanguaging theory (Li in Appl Linguist 39(1):9–30, 2018). Specifically, contributions are invited from the GBA and beyond to trace the milestone developments of relevant language policy and planning (LPP) initiatives featuring governmental policies on the language of instruction (e.g., English as Medium of Instruction, Chinese as Medium of Instruction) and the daily use of multiple linguistic resources or repertoires (e.g., language learner's L1 or mother tongue) in foreign/second language classrooms and/or in content-based classroom instruction. As such, major papers in the special issue not only set out to provide historical and analytical reviews of these related LPP issues across Hong Kong, Macau, and Guangdong Province but also reflect upon the language use and behaviors of the residents, showcasing their identity and attitudes and ideological stance toward the multiple languages that are being taught or used in daily life. Toward the end, we outline our research agendas for future endeavors in broader domains in the GBA and beyond through the translanguaging analytical tools. Overall, our position is that the GBA presents itself as an evolving, complex, and superdiverse zone of "Translanguaging Spaces" within which key LPP issues may need to be reconceptualized and implemented in such a way so as to fully reflect the dynamic and fluid multilingual, multicultural, and multisemiotic lived reality of the residents in this megapolis region. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Existing studies have evidenced that mobile-assisted vocabulary learning, which allows students to create artefacts and engage in productive skills, can help them in vocabulary learning. However, there remains little research and validated approaches for designing seamless vocabulary learning experiences for young learners. In this paper, a seamless vocabulary learning system was specifically designed for young learners. The study involved three classes of primary 2 students to investigate the learning effectiveness of seamless vocabulary learning, with a focus on analyzing student-generated artefacts. The results validated the effectiveness of seamless vocabulary learning for young learners, emphasizing the importance of strengthening the connection between home-based learning and classroom-based learning. The study also indicated the pivotal role of providing students with opportunities to improve their artefacts constantly across different learning contexts. [ABSTRACT FROM AUTHOR]

This paper explores the speech acts most frequently performed by learners of English as a foreign language (EFL) through the Dialogue Annotation and Research Tool (DART), a semi-automatic annotation tool. The study used learner corpus research and an English as the first language (L1) speaker corpus as a reference to compare the speech acts performed by the EFL learners. The study involved 90 EFL learners of four nationalities. A spoken learner corpus was built with the dyadic interlanguage English conversation register. The most frequently performed speech acts were generally different for the English L1 speakers and the EFL learners. The speech acts labeled as correctSelf, referProcess, expressNonAwareness, and stateReason were in the top 10 for EFL learners, whereas they were not in the top 10 for the English L1 speakers. This difference was caused by three factors: the English proficiency of the EFL learners, the frequently used formulaic phrases, and the task requirements. Moreover, the corpus annotation has a problem with unrecognized speech acts, primarily due to the redundancies and fragments in the learner discourses. The findings of this study reveal the complementary relationship between grammatical and pragmatic performances. [ABSTRACT FROM AUTHOR]

The purpose of this study is to discuss the effects of audiovisual input on second language acquisition (SLA) and the factors that influence the difficulty of audiovisual learning through a systematic literature review. Prior to this systematic review, in this paper, we searched papers on related topics for the past 10 years from 2012 to 2022, and found 46 journal papers that met the research criteria. They can basically represent the scholarly work in this field. The 46 studies were published in journals indexed in Google Scholar, Eric, Scopus, and Wiley Library. Databases were selected according to a set of inclusion and exclusion criteria. The following conclusions are drawn from the literature review: Audiovisual input can provide more authentic language input and more adequate and richer multimodal cultural and situational contexts, which can better promote learners' understanding of the content and stimulate learners' interest in participating in listening comprehension tasks. The influencing factors of multimodal input on listening difficulty include subtitles, video type, and the relationship between the audio and visual input. [ABSTRACT FROM AUTHOR]

The article reports that the vocabulary knowledge is an essential factor in the development of proficiency in another language. Topics include examines English and other languages have often been taught without a clear focus on vocabulary and this has unfortunately meant that students would have had to cope with words far outstripping their ability to acquire and adequately use them.

Nowadays, research in second language acquisition (SLA) is becoming increasingly interdisciplinary while many technical frontiers and research hotspots have emerged. Many studies focus on interdisciplinary topics, but few in-depth studies have been conducted on interdisciplinarity. This study examined the interdisciplinarity of SLA and the interdisciplinary development process using a bibliometrics approach. The study has found that the SLA discipline has played roles as both the provider and recipient of knowledge in the development of interdisciplines. In the first case, SLA theories and methods flow into the research areas of life sciences and technology to form interdisciplinary studies with brain research, neurology, cognition, computer technology, and engineering, making SLA a provider of knowledge In the second case, SLA research receives knowledge from areas of arts and humanities and social sciences as well as from interdisciplinary studies within its own discipline, making SLA a receiver of knowledge. The new insights into the interdisciplinarity of SLA provided in this study are helpful for our deeper understanding of the interdisciplinary nature of the SLA discipline. [ABSTRACT FROM AUTHOR]

Copyright of Bohemistyka is the property of Instytut Filologii Slowianskiej Uniwersytetu im. Adama Mickiewicza w Poznaniu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Journal of Education is the property of Mehmet Tekerek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research emphasises that vocabulary development is essential for the successful acquisition of a language (e.g. Biemiller, 2003; Alexiou et al, 2019). The volume of words learners are familiar with is thought to be a key influence on how well the lexicon functions in all linguistic domains (Webb & Nation, 2017). It is argued, too, that a speaker's L1 vocabulary may influence success in educational attainment as in the learning of an L2. This paper examines the L1 and L2 vocabulary knowledge of learners in Greek primary schools. The subjects were 411 Greek primary school students, ranging from the first to the sixth grade of primary school. Their vocabulary was assessed using two vocabulary measuring tools: Meara & Milton's X-Lex (2003) and Alexiou's Pic-lex (2019) for receptive vocabulary knowledge. Results suggest Greek L1 learners grow a lexicon of a size and at a rate consistent with learners of L1 English and Arabic. There is surprisingly little variation between learners of the same age. These learners grow English L2 vocabulary at an impressively fast rate and, by international comparisons, achieve high levels of communicability by the end of primary education. Again, there is surprisingly little variation. Comparing, L1 and L2 knowledge and progress, it is not clear that L1 vocabulary knowledge can or does influence the learning of the L2. [ABSTRACT FROM AUTHOR]

Since the publication of "the case against grammar correction in L2 writing classes" in 1996, written corrective feedback has become a controversial issue in second language writing instruction (Lee, [27]; for a review, study Reinders & Mohebbi, [28]) as far as almost every single article investigating the effect of feedback on L2 writing improvement refers to this paper (citation = 2480). On the one hand, Truscott, in a series of research publications (Truscott, [29], [30], [31], [32], [33], [34], [35], [36]; (Truscott: The efficacy of written corrective feedback: A critique of a meta-analysis, unpublished); Truscott & Hsu, [37]) argued against the perceived and claimed positive effect of written corrective feedback on improving writing accuracy of L2 learners. Therefore, we interviewed Professor John Truscott to have his feedback on feedback research. [Extracted from the article]

Mobile language learning applications are a pervasive facet of modern life, however evidence on their effectiveness on L2 learning outcomes is lacking. In the current work, we sought to determine the effect of mobile language learning applications on L2 proficiency between groups who used mobile language learning applications and control groups who learned with traditional methods on L2 achievement. We systematically searched journal articles and grey literature between 2007-2019 and performed a quantitative meta-analysis based on 23 synthesized effect sizes. We also performed risk of bias and quality of evidence assessments on our included papers. We found a moderate-to-strong overall effect (g = 0.88) of learning achievement using mobile language applications compared to control groups who learned with traditional approaches. At the same time, we found high risk of bias and low quality of evidence across all included studies. Our results provide evidence for mobile applications as a beneficial tool for second language learning. However, findings should be treated with caution due to risks of high bias and low quality of evidence. Improvements for future studies are discussed. [ABSTRACT FROM AUTHOR]

Introduction: This paper presents a constraint-based grammar of Mandarin low vowel + nasal coda (loVN) sequences first as acquired by L1 learners, and then as transferred to L2 English. Methods: We simulate phonological learning in Harmonic Grammar using a gradual, error-driven GLA learner, drawing on evidence from L1 Mandarin speakers' perceptual data to support our initial state assumptions. We then compare our simulation results with L2 English production (both anecdotal and ultrasound data), as well as evidence from Mandarin loanword phonology. Results: Our results align with multiple patterns in the previous empirical literature, including an asymmetry among surface repairs for VN sequences, and we show how these emerge from our assumptions about both the L1 Mandarin grammar and the grammar's evaluation method (i.e., weighted constraints). Discussion: We discuss the extent to which these results derive from our somewhat novel analysis of place contrasts in L1 Mandarin, and the variability in loVN outputs that we encode directly into the L1 grammar, which are then transferred to the L2 context. Ultimately we discuss how this type of modeling can make falsifiable predictions about phonological development, in both L1 and L2 contexts. [ABSTRACT FROM AUTHOR]

This paper is devoted to the features of sentence prosody (intonation) in Brazilian Portuguese spoken by immigrants whose first language is Russian, and explores the consequences that L1–L2 influence in intonation may have for communication. The study addressed four research questions: (1) Do Brazilian Portuguese L2 speakers with Russian L1 always succeed in producing the correct utterance type? (2) Can L1–L2 influence lead to misunderstanding of connotations? (3) Is it possible that sometimes L1–L2 influence leads to being perceived as too emotional or not emotional enough? (4) Can L1–L2 influence in intonation be a significant factor in the perception of accent? In a perceptual experiment, productions of four target utterances in Brazilian Portuguese by Russian L1 and Brazilian Portuguese L1 speakers were evaluated by 124 Brazilian listeners in terms of sentence type, possible connotations, accent and arousal. The target utterances included three questions of different types and an exclamation. The findings revealed that the speaker's L1 influenced the perception of prosodic meanings by Brazilian listeners. In some cases, interference from Russian melodic contours caused the incorrect identification of the sentence type in Brazilian Portuguese. However, even when sentence type was perceived correctly, differences could be found regarding the perception of arousal or accent. [ABSTRACT FROM AUTHOR]

Learners of additional languages, particularly in adulthood and instructed settings, are typically exposed to large quantities of written input from the earliest stages of learning, with varied and far-reaching effects on L2 phonology. Most research investigating this topic focuses on learning across languages that share the same orthographic script, often involving the Latin alphabet and English. Without exploring phonological learning over a greater diversity of spoken and written language combinations, our understanding of orthographic effects on L2 phonology remains narrow and unrepresentative of the many individuals acquiring languages across writing systems, globally. This paper draws together preliminary research relating to the influence of written input, in a distinct script from known languages, on L2 phonology. Studies are grouped into those with naïve participants, where the written forms are entirely unfamiliar to the participant, and those with experienced learners, who have varying levels of proficiency and familiarity with the target orthography. While there is great scope and need for further investigation, initial evidence suggests that even entirely unfamiliar written input impacts phonological learning and is certainly influential with growing proficiency in the spoken and written language. The article concludes with theoretical and methodological considerations for future research in this emerging field. [ABSTRACT FROM AUTHOR]

Corrective feedback is a concept of second language acquisition (SLA). Previous studies have investigated the definitions, categories, and effectiveness of corrective feedback from myriad perspectives, often choosing English as a second language to conduct research on ESL students. Writing is a challenge for most L2 learners, and written feedback is part of overall corrective feedback. Much research has emphasized the effectiveness of corrective feedback, but how different types of corrective feedback influence L2 learners differently remains unknown. Few studies have combined students' with teachers' perceptions of written corrective feedback. Most only emphasized students' preferences and few studies concentrated on Chinese students. As such, this paper aims to investigate the attitudes and perceptions of teachers and Chinese students towards written corrective feedback in L2 writing, which is beneficial to determine whether teachers can have awareness of students' perceptions and satisfy their needs according to individual situations, helping them facilitate the accuracy of L2 writing. The results reveal that differences exist between Chinese students' and teachers' preferences for written corrective feedback in L2 writing. Both groups think written corrective feedback is effective to enhance L2 writing, and most Chinese students and teachers affirm that different strategies of written corrective feedback should be given according to different error types. Finally, in teachers' opinions, the most appropriate written corrective feedback for Chinese students is direct corrective feedback and metalinguistic feedback (e.g. using error codes and metalinguistic codes), while Chinese students believe that the most appropriate written corrective feedback is direct and indirect corrective feedback. [ABSTRACT FROM AUTHOR]

The current paper attempts to explore the potential implications and feasibility of AI Chatbots in EFL contexts, as well as how they can help in second language acquisition. To assess data and achieve its intended goals, the current study employs various techniques, including commentaries, online interviews, questionnaires, quantitative and qualitative methodologies. The research's relevance is limited by the fact that Chinese middle school students often struggle with their spoken English. This study aims to present the outcomes of teaching oral English to Chinese middle school students by using AI Chatbots. The content's applicability in developing speaking skills is a powerful argument for the research's practical value. The findings indicate that AI Chatbots foster students speaking skills creating a stress-free and non-competitive learning environment. [ABSTRACT FROM AUTHOR]