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View article: The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis
The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis Open
Peer feedback is frequently implemented with academic writing tasks in higher education. However, a quantitative synthesis is still lacking for the impact that peer feedback has on students’ writing performance. The current study conveyed …
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The Role of Teachers in Task-Based Language Education Open
Both in the research literature on tasks and second language learning and in the pedagogical literature on task-based language teaching (TBLT), the role of the teacher has received scant attention. In this article, the role of the teacher …
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Individual Differences and the Ergodicity Problem Open
Traditional research into individual differences (ID) in second language (L2) learning is based on group studies with the implicit assumption that findings can be generalized to the individual. In this article, we challenge this view. We a…
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Effects of web-based collaborative writing on individual L2 writing development Open
This study investigated the effect of repeated in-class web-based collaborative writing tasks on second language writers’ (L2) individual writing scores. A pre-test post-test research model was used in addition to participant surveys, clas…
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Linguistic Injustice in the Writing of Research Articles in English as a Second Language: Data From Taiwanese and Mexican Researchers Open
This study investigates the added burden Mexican and Taiwanese non-native English speaker (NNES) researchers perceive when writing research articles in English as a second language (L2) compared with their experience of first language (L1)…
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Native language change during early stages of second language learning Open
Research on proficient bilinguals has demonstrated that both languages are always active, even when only one is required. The coactivation of the two languages creates both competition and convergence, facilitating the processing of cognat…
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The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners Open
Previous studies have examined learner factors such as anxiety, self-efficacy, and achievement motivation in ESL/EFL (English as a second language/English as a foreign language) writing. Studies have affirmed that self-efficacy and achieve…
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EXPLORING SECOND LANGUAGE WRITERS’ PAUSING AND REVISION BEHAVIORS Open
This study investigated the cognitive processes underlying pauses at different textual locations (e.g., within/between words) and various levels of revision (e.g., below word/clause). We used stimulated recall, keystroke logging, and eye-t…
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Predicting pauses in L1 and L2 speech: the effects of utterance boundaries and word frequency Open
This paper compares the distribution of silent and filled pauses in first (L1) and second language (L2) speech. The occurrence of pauses of 52 L2 and 18 L1 Dutch speakers was evaluated with respect to utterance boundaries and word frequenc…
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Designing and enacting instruction that enhances language for mathematics learning: a review of the state of development and research Open
After four decades of research and development on language in mathematics classrooms, there is consensus that enhancing language is crucial for promoting students’ mathematics learning. After briefly sketching the theoretical contexts for …
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Structural priming in bilinguals Open
In this review, we examine how structural priming has been used to investigate the representation of first and second language syntactic structures in bilinguals. Most experiments suggest that structures that are identical in the first and…
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Synchronous and asynchronous teacher electronic feedback and learner uptake in ESL composition Open
We know little about how teacher feedback and student revisions are influenced when feedback is given electronically. This study contributes to a better understanding of teacher electronic feedback (TEF) in second language writing by inves…
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L1 and L2 Distance Effects in Learning L3 Dutch Open
Many people speak more than two languages. How do languages acquired earlier affect the learnability of additional languages? We show that linguistic distances between speakers’ first (L1) and second (L2) languages and their third (L3) lan…
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Coreference and discourse coherence in L2 Open
Discourse-level factors, such as event structure and the form of referential expressions, play an important role in native speakers’ referential processing. This paper presents an experiment with Japanese- and Korean-speaking learners of E…
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An Investigation of L2 Learners’ Writing Self-Efficacy, Writing Anxiety and Its Causes at Higher Education in Turkey Open
The present study aimed at investigating higher education L2 learners in a Turkish context in terms of writing self-efficacy, writing anxiety, and the causes of writing anxiety. The data have been collected through the Second Language Writ…
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What Clinicians Need to Know about Bilingual Development Open
Basic research on bilingual development suggests several conclusions that can inform clinical practice with children from bilingual environments. They include the following: (1) Dual language input does not confuse children. (2) It is not …
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Translanguaging, Emotionality, and English as a Second Language Immigrants: Mongolian Background Women in Australia Open
Drawing on the translanguaging practices of Mongolian background English as a Second Language (ESL) immigrant women in Australia, this paper points out two main theoretical points: (1) when translanguaging moves beyond the classroom, it ma…
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Processing advantage for emotional words in bilingual speakers. Open
Effects of emotion on word processing are well established in monolingual speakers. However, studies that have assessed whether affective features of words undergo the same processing in a native and nonnative language have provided mixed …
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Using Padlet for Collaborative Writing among ESL Learners Open
The lack of language skills among ESL learners could affect their ability to work collaboratively at the undergraduate level. This study looks at how collaborative writing in a language course could be enhanced by the use of an interactive…
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Web-based collaborative writing in L2 contexts: Methodological insights from text mining Open
The increasingly widespread use of social software (e.g., Wikis, Google Docs) in second language (L2) settings has brought a renewed attention to collaborative writing. Although the current methodological approaches to examining collaborat…
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Learning L2 vocabulary from audiovisual input: an exploratory study into incidental learning of single words and formulaic sequences Open
Television is considered an important source of comprehensible input for second language learners of English and there is some evidence that L2 words can be learned incidentally by watching television. Few studies have looked at the role o…
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The Teaching of EFL Writing in Indonesia Open
Writing is one of the most important aspects in English language acquisition. Teaching writing has its own challenges since there are some steps and requirements that teachers should prepare to undertake in the classroom. This article is a…
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THE VOCABULARY TEACHING AND VOCABULARY LEARNING: PERCEPTION, STRATEGIES, AND INFLUENCES ON STUDENTS' VOCABULARY MASTERY Open
Vocabulary plays pivotal role in foreign language learning. However, vocabulary teaching and vocabulary learning in TEFL seems to be neglected. The study was aimed to investigate how vocabulary teaching and learning are perceived by teache…
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EFL Teachers’ Perspectives toward the Use of ChatGPT in Writing Classes: A Case Study at Van Lang University Open
The introduction of ChatGPT is seen as a potential chance to improve second language learning and instruction. However, the acceptance of technology in education is dependent on instructors' views. As a consequence, it is vital to explore …
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Age Effects in First Language Attrition: Speech Perception by Korean‐English Bilinguals Open
This study investigated how bilinguals’ perception of their first language (L1) differs according to age of reduced contact with L1 after immersion in a second language (L2). Twenty‐one L1 Korean‐L2 English bilinguals in the United States,…
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Genre Knowledge and Writing Development: Results From the Writing Transfer Project Open
Using a mixed-methods, multi-institutional design of general education writing courses at four institutions, this study examined genre as a key factor for understanding and promoting writing development. It thus aims to provide empirical v…
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An Individual‐Differences Framework for Comparing Nonnative With Native Speakers: Perspectives From BLC Theory Open
This article proposes basic (shared) and extended (nonshared) language cognition in native speakers as a function of two types of extralinguistic attributes: (a) degree of being multilingual and (b) variables related to amount and type of …
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The role of majority and minority language input in the early development of a bilingual vocabulary Open
The current longitudinal study investigated the role of home language and outside home exposure in the development of Dutch and Frisian vocabulary by young bilinguals. Frisian is a minority language spoken in the north of the Netherlands. …
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An analysis of students motivation toward English learning as second language among students in Pritchard English academy (PEACE) Open
This research aimed at investigating the students’ motivation in English learning as a second language. The method used was a survey by randomly asking the students in Pritchard English Academy (PEACE) to fill out a questionnaire which ada…
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Language Use Across International Contexts: Shaping the Minds of L2 Speakers Open
Bilingualism is a complex life experience. Second language (L2) learning and bilingualism take place in many different contexts. To develop a comprehensive account of dual-language experience requires research that examines individuals who…