Research Methods in Applied Linguistics最新文献_第10页

Exploring the application of keystroke logging techniques to research in second language (L2) writing 探索击键记录技术在第二语言写作研究中的应用

Research Methods in Applied Linguistics Pub Date : 2025-01-04 DOI: 10.1016/j.rmal.2024.100179

Yu Tian , Sara T. Cushing

引用次数: 0

Gauging the validity of machine learning-based temporal feature annotation to measure fluency in speech automatically 基于机器学习的时间特征标注的有效性评估，以自动测量语音流畅性

Research Methods in Applied Linguistics Pub Date : 2024-12-31 DOI: 10.1016/j.rmal.2024.100177

Ryuki Matsuura , Shungo Suzuki , Kotaro Takizawa , Mao Saeki , Yoichi Matsuyama

{"title":"Gauging the validity of machine learning-based temporal feature annotation to measure fluency in speech automatically","authors":"Ryuki Matsuura , Shungo Suzuki , Kotaro Takizawa , Mao Saeki , Yoichi Matsuyama","doi":"10.1016/j.rmal.2024.100177","DOIUrl":"10.1016/j.rmal.2024.100177","url":null,"abstract":"<div><div>Machine learning (ML) techniques allow for automatically annotating various temporal speech features, particularly by the cascade connection of ML-based modules. Although such systems are expected to enhance scalability of second language (L2) speech research, their annotation accuracy is potentially moderated by speaking tasks and proficiency levels due to the mismatch between training and real-world data. Accordingly, we developed and validated an ML-based temporal feature annotation system on L2 English datasets split by speaking tasks (monologic vs. dialogic tasks) and proficiency levels, operationalized as overall fluency levels (low, mid vs. high). We compared the annotations by experts and the system in terms of the agreement between manual and automatic annotations, correlations between manual and automatic measures, and the predictive power for listener-based fluency judgments. Results showed a substantial degree of agreement in the annotations for monologic tasks and a general tendency of strong correlations between manual and automatic measures regardless of tasks and overall fluency levels. Furthermore, automatic measures yielded substantial predictive power of fluency scores in monologic tasks. These findings suggest the substantial applicability of ML-based annotation systems to monologic tasks possibly without biases by holistic levels of fluency.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 1","pages":"Article 100177"},"PeriodicalIF":0.0,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Applying lexical sophistication models to wordlist development: A proof-of-concept study 将词汇复杂模型应用于词表开发：概念验证研究

Research Methods in Applied Linguistics Pub Date : 2024-12-17 DOI: 10.1016/j.rmal.2024.100175

Christopher Nicklin , Daniel Bailey , Stuart McLean , Young Ae Kim , Hyeonah Kang , Joseph P. Vitta

{"title":"Applying lexical sophistication models to wordlist development: A proof-of-concept study","authors":"Christopher Nicklin , Daniel Bailey , Stuart McLean , Young Ae Kim , Hyeonah Kang , Joseph P. Vitta","doi":"10.1016/j.rmal.2024.100175","DOIUrl":"10.1016/j.rmal.2024.100175","url":null,"abstract":"<div><div>Language teaching stakeholders generally rely on frequency-derived wordlists to determine words for pedagogical purposes. However, words that are instinctively easier for many learners, such as “pizza”, occur less frequently in reference corpora than words that might be considered more difficult, such as “physics”. Furthermore, research demonstrates that modeling frequency alongside other lexical sophistication variables predicts word difficulty better than frequency alone. This study constitutes a proof-of-concept; the concept being that a lexical sophistication-based approach to wordlist construction can produce lists that outperform frequency as word difficulty predictors. The method resulted in lexical sophistication-derived difficulty scores for 14,054 of the 20,000 most frequent Corpus of Contemporary American English lemmas. When compared with other commonly used wordlists, these scores successfully addressed the “pizza/physics” problem in that “pizza” was ranked easier than “physics”, and they also displayed larger correlations with word difficulty than other lists across two linguistic domains. More importantly, the scores also performed comparably to a knowledge-based vocabulary list, but contained almost three times as many lemmas for a fraction of the time and financial costs. We envisage that the present study's methodology can be used by researchers and language teaching stakeholders to create bespoke wordlists for a range of contexts.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 1","pages":"Article 100175"},"PeriodicalIF":0.0,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Introducing fluency measures to the elicited imitation task 引入引出模仿任务的流畅性测量

Research Methods in Applied Linguistics Pub Date : 2024-12-12 DOI: 10.1016/j.rmal.2024.100176

Hui Sun , Dagmar Divjak , Petar Milin

{"title":"Introducing fluency measures to the elicited imitation task","authors":"Hui Sun , Dagmar Divjak , Petar Milin","doi":"10.1016/j.rmal.2024.100176","DOIUrl":"10.1016/j.rmal.2024.100176","url":null,"abstract":"<div><div>The elicited imitation (EI) task has been widely used as a measure of automatized L2 knowledge. However, the scoring of the task has relied exclusively on product-based measures (i.e., accuracy of L2 production), without considering any process-based indices of automatization, such as fluency. To fill this gap, our study develops a written version of the EI task and innovatively draws on keystroke logging techniques to introduce new measures of fluency in EI production. To test whether the addition of fluency measures improves task sensitivity, we examined the degree to which fluency and accuracy predicted L2 proficiency among 40 L1 Polish speakers of English, living in the UK (Mage = 31, 20–60). The participants were late learners of English at intermediate-to-advanced level (CEFR B1–C2) with varying lengths of residence (0.5–18 years). Their L2 proficiency was measured through self-evaluation according to CEFR scales and through test-evaluation by DIALANG English grammar and vocabulary tests. Their written production of English article and tense-aspect target structures was coded for grammatical accuracy, speed and pausing fluency, and consistency in fluency. Generalized Additive Modelling revealed a nonlinear interaction between speed and pausing fluency and grammatical accuracy as predictors of selfevaluated (but not test-evaluated) proficiency, which suggests that participants tended to be more accurate and fluent from low to average proficiency, after which their accuracy plateaued while fluency continued to improve. The results support the importance of assessing fluency to maintain the sensitivity of the EI task especially among advanced learners.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 1","pages":"Article 100176"},"PeriodicalIF":0.0,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring young L2 learners’ perceptions of their viewing experience with captioned animated cartoons 探索年轻的二语学习者对他们观看字幕动画的感受

Research Methods in Applied Linguistics Pub Date : 2024-12-05 DOI: 10.1016/j.rmal.2024.100174

Daniela Avello , Carmen Muñoz

{"title":"Exploring young L2 learners’ perceptions of their viewing experience with captioned animated cartoons","authors":"Daniela Avello , Carmen Muñoz","doi":"10.1016/j.rmal.2024.100174","DOIUrl":"10.1016/j.rmal.2024.100174","url":null,"abstract":"<div><div>An increasing number of researchers have devoted their attention to the use of audiovisual input for L2 learning purposes. Although videos with captions have been shown to be effective in enhancing comprehension and learning various aspects of language, only a few studies have focused on young L2 learners at the primary school level. The present study analysed a group of fourth and fifth graders’ perceptions of their extensive viewing experience with a captioned animated cartoon (11 episodes) to shed light on some of the key challenges encountered in research with this underrepresented group. It examined (a) the extent to which the elicitation of qualitative data contributes to the interpretation of the findings of a questionnaire on perceptions, (b) the consistency between their perceptions and objective data, and (c) how the manipulation of viewing time distribution influences learners’ perceptions of their viewing experience. The results revealed that primary school learners’ growing awareness of their learning process enables them to provide rich and reliable data on their perceptions. The implementation of group interviews proved to be a valuable tool to gain deeper insights into their viewing process. Finally, viewing time distribution was shown to play a role in learners’ perceptions of their viewing experience, indicating that this is a factor that must be considered in research designs.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 1","pages":"Article 100174"},"PeriodicalIF":0.0,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring foreign language classroom emotions and their impact on achievement in China: Validating the Achievement Emotions Questionnaire—Short Form and resupply 探索中国的外语课堂情绪及其对成就的影响：对成就情绪问卷的验证——简表与补充

Research Methods in Applied Linguistics Pub Date : 2024-12-03 DOI: 10.1016/j.rmal.2024.100158

Nan Chen , Yu Mei Li , Anna Na Na Hui

{"title":"Exploring foreign language classroom emotions and their impact on achievement in China: Validating the Achievement Emotions Questionnaire—Short Form and resupply","authors":"Nan Chen , Yu Mei Li , Anna Na Na Hui","doi":"10.1016/j.rmal.2024.100158","DOIUrl":"10.1016/j.rmal.2024.100158","url":null,"abstract":"<div><div>Achievement emotions are crucial for acqussiring a foreign language, yet reliable tools to measure emotions beyond anxiety, enjoyment, and boredom in foreign language classrooms remain scarce. Furthermore, few studies have examined the different predictive effects of various foreign language classroom emotions on language learning achievement. This article presents two studies that aim to address these research gaps. In Study 1, based on the control-value theory of achievement emotions, we adapted and validated the short form of the Achievement Emotions Questionnaire for Foreign Language Classrooms, a self-report instrument that measures eight achievement emotions: enjoyment, hope, pride, anger, anxiety, boredom, hopelessness, and shame. The questionnaire was administered to 1,063 Chinese university students (567 females, mean age = 18.86, <em>SD</em> = 1.04, range = 17‒24 years) enrolled in English as a foreign language courses. The questionnaire exhibited acceptable psychometric properties including construct validity, reliability, measurement invariance, and external validity. In Study 2, we measured students’ English language learning achievement using their scores on a standardized exam. Scores of 202 students were analysed (131 females; mean age = 18.82, <em>SD</em> = 0.82, range = 17‒24 years). Regression analyses indicated that negative emotions were more predictive of achievement than positive emotions (except hope, which was the most influential predictor among the positive emotions). Theoretical, methodological, and practical implications and limitations were discussed.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 1","pages":"Article 100158"},"PeriodicalIF":0.0,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143101731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toward ethical praxis in longitudinal research with children: Reflecting on ethical tensions in participatory research 儿童纵向研究中的伦理实践：参与性研究中的伦理张力反思

Research Methods in Applied Linguistics Pub Date : 2024-11-30 DOI: 10.1016/j.rmal.2024.100173

Karoliina Inha

{"title":"Toward ethical praxis in longitudinal research with children: Reflecting on ethical tensions in participatory research","authors":"Karoliina Inha","doi":"10.1016/j.rmal.2024.100173","DOIUrl":"10.1016/j.rmal.2024.100173","url":null,"abstract":"<div><div>The field of early foreign language learning research has witnessed an increasing trend to employ participatory methods, stemming from a paradigm shift in how children are viewed in research. In contrast to more traditional approaches that place children as the objects of research, children are considered active agents and participants in research with expert knowledge of their own lives. In this paper I discuss the ethical tensions that surfaced prior, during, and after a research project that employed participatory methods with young children. I reflect on how the methodology broadened understanding of emerging power differences in the researcher–participant relationship, such as how asymmetry in knowledge and participation alternate and manifest during a longitudinal project, engaging the researcher and the children in recurring negotiation of roles and power. While ethical considerations are often presented as a checklist with do's and don't’s for how to proceed, with this article I draw on experiences from my own project and aim to dismantle the complex and messy picture of the ethical process in research with young children. I argue that while the application of participatory methods in early foreign language learning research alleviates ethical tensions to an extent, such as by helping reduce epistemic and institutional power between the researcher and the participants, it is essential to report and reflect on the ethical weighing and reflection undertaken throughout the study as unequal power structures will remain regardless of method.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 1","pages":"Article 100173"},"PeriodicalIF":0.0,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142756979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A conversation analysis-complex dynamics systems theory (CA-CDST) approach for analyzing longitudinal development in L2 pragmatics 会话分析-复杂动态系统理论（CA-CDST）分析二语语用纵向发展的方法

Research Methods in Applied Linguistics Pub Date : 2024-11-28 DOI: 10.1016/j.rmal.2024.100169

Aki Siegel , Paul Seedhouse

{"title":"A conversation analysis-complex dynamics systems theory (CA-CDST) approach for analyzing longitudinal development in L2 pragmatics","authors":"Aki Siegel , Paul Seedhouse","doi":"10.1016/j.rmal.2024.100169","DOIUrl":"10.1016/j.rmal.2024.100169","url":null,"abstract":"<div><div>The compatibility of Conversation Analysis (CA) and Complex Dynamics Systems Theory Approach (CDST) in analyzing second language (L2) development has long been discussed (e.g., Larsen-Freeman & Cameron, 2008a). Nevertheless, how CA and CDST are compatible and how the method can be applied to data to analyze L2 development has been rarely demonstrated, with a few exceptions (e.g., Siegel & Seedhouse, 2024). This paper builds upon these prior discussions, explaining the compatibility of CA and CDST and a demonstration of the Conversation Analysis-Complex Dynamics Systems Theory (CA-CDST) approach to holistically analyze L2 pragmatic development. The CA-CDST approach is exemplified through the analysis of the use of code-switching in L2 interaction. The analysis demonstrates that unmarked code-switching in L2 interaction is not an omnipresent interactional phenomenon. Rather, it is learned; it is an interactional resource that is co-constructed through the sequential process of multiple encounters, adaptation, and accommodation to both the interlocutor and the interactional setting. Moreover, the analysis demonstrates the adaptable nature of CA and how the CA-CDST can elucidate the non-linear nature of L2 pragmatic development.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 1","pages":"Article 100169"},"PeriodicalIF":0.0,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Categorising speakers’ language background: Theoretical assumptions and methodological challenges for learner corpus research 发言者语言背景分类：学习者语料库研究的理论假设和方法挑战

Research Methods in Applied Linguistics Pub Date : 2024-11-25 DOI: 10.1016/j.rmal.2024.100170

Olga Lopopolo , Arianna Bienati , Jennifer-Carmen Frey , Aivars Glaznieks , Stefania Spina

{"title":"Categorising speakers’ language background: Theoretical assumptions and methodological challenges for learner corpus research","authors":"Olga Lopopolo , Arianna Bienati , Jennifer-Carmen Frey , Aivars Glaznieks , Stefania Spina","doi":"10.1016/j.rmal.2024.100170","DOIUrl":"10.1016/j.rmal.2024.100170","url":null,"abstract":"<div><div>In this article, we investigate how speakers can be categorised based on their language background in the field of Learner Corpus Research (LCR). Specifically, we discuss three key aspects: first, the theoretical assumptions and methodological choices made in learner corpus design, second the integration of a holistic perspective for speaker categorisation in LCR and third the consequences that different categorisations might have on study outcomes. Through a comprehensive review of corpora used in the field, we identify the most common terms, definitions and criteria of categorisation used to describe a speaker's language background. Focusing on the most central metadata encoding language backgrounds, the <em>L1</em> metadata, we inspect different operationalisations made and scrutinise the theoretical assumptions underlying them. Drawing on research on plurilingualism, we propose a holistic view of speaker's language background for Learner Corpus Research, combining various aspects of speaker's language use by methods inspired from the Dominant Language Constellation framework. We apply this methodology to re-evaluate the language categorisation system in LEONIDE, a multilingual corpus of Italian, German and English texts from secondary school students of diverse language backgrounds. We use the same corpus to evaluate the consequences of using different categorisations of the students on the outcome of possible linguistic studies. Despite a generally high overlap between study results across categorisations, we observe that variables combining multiple aspects of the speakers’ language backgrounds seem to explain group differences for more of the linguistic features investigated.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 1","pages":"Article 100170"},"PeriodicalIF":0.0,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Data from role plays and elicited conversations: What do they show about L2 interactional competence? 来自角色扮演和诱导会话的数据：这些数据说明了什么？

Research Methods in Applied Linguistics Pub Date : 2024-11-22 DOI: 10.1016/j.rmal.2024.100165

Jingxuan Wu , Carsten Roever

{"title":"Data from role plays and elicited conversations: What do they show about L2 interactional competence?","authors":"Jingxuan Wu , Carsten Roever","doi":"10.1016/j.rmal.2024.100165","DOIUrl":"10.1016/j.rmal.2024.100165","url":null,"abstract":"<div><div>In research on second language (L2) interactional competence (IC), data elicitation is commonly done either through role plays or elicited conversation tasks. It is unclear, however, what aspects of IC these two methods make visible, where they elicit similar or different data and which research questions they are most suited to answer. In the current study we compare performances in role play tasks with those in elicited conversation tasks from 54 learners of L2 Mandarin Chinese and 12 native Mandarin Chinese speakers. Using conversation analysis to analyze learners’ performance, we found that role plays were highly suitable for making visible the sequential and linguistic tools interactants deploy for preference organization. Elicited conversation was useful for making topic management visible, including topic extension and topic shift. While role plays also included features of topic management and elicited conversations included features of preference organization, these did not occur with sufficient frequency and elaboration to allow defensible conclusions to be drawn. We suggest that role plays and elicited conversations can supplement each other to provide a well rounded picture of interactants’ IC.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 1","pages":"Article 100165"},"PeriodicalIF":0.0,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0