Studies in Second Language Acquisition最新文献_第3页

Learning second/additional languages with ADHD 患有多动症的人学习第二语言或其他语言

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2026-05-06 DOI: 10.1017/s0272263125101277

Marina Ridchenko, Kara Morgan-Short

引用次数: 0

Effects of ADHD on additional language learning and use ADHD对额外语言学习和使用的影响

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2026-05-06 DOI: 10.1017/s0272263126101533

Agnieszka Kałdonek-Crnjaković

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Second language knowledge of academic collocations and its relationship with knowledge of academic words and general high-frequency words 二语学术搭配知识及其与学术词和一般高频词知识的关系

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2026-03-27 DOI: 10.1017/s0272263126101636

Thi Ngoc Yen Dang, John Read, Thi Phuong Dung Cao, Thi My Hang Nguyen, Huu Thanh Minh Nguyen

{"title":"Second language knowledge of academic collocations and its relationship with knowledge of academic words and general high-frequency words","authors":"Thi Ngoc Yen Dang, John Read, Thi Phuong Dung Cao, Thi My Hang Nguyen, Huu Thanh Minh Nguyen","doi":"10.1017/s0272263126101636","DOIUrl":"https://doi.org/10.1017/s0272263126101636","url":null,"abstract":"Knowledge of academic collocations is important for academic communication. Examining its relationship with knowledge of academic words and general high-frequency words should provide insights into the relative value of prior knowledge of different kinds of single words for the development of collocational knowledge in academic contexts, thus expanding our understanding of vocabulary knowledge beyond the current conception of individual word knowledge. Yet no studies have addressed this issue, mainly due to the lack of validated tests for academic words and collocations. This study employed three pairs of newly developed tests to measure Vietnamese EFL learners’ knowledge of academic collocations, academic words, and general high-frequency words. Results showed that at the form-recall level, both academic word and general high-frequency word knowledge were positively associated with academic collocation knowledge, with academic words having a stronger relationship. At the form-recognition level, only academic words and academic collocations were positively correlated.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"116 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2026-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147519272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An eye-tracking study of the impact of item presentation and item format on cognitive processing in L2 listening assessment 项目呈现和项目格式对二语听力评估认知加工影响的眼动研究

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2026-03-26 DOI: 10.1017/s0272263126101648

Tingting Liu, Vahid Aryadoust

{"title":"An eye-tracking study of the impact of item presentation and item format on cognitive processing in L2 listening assessment","authors":"Tingting Liu, Vahid Aryadoust","doi":"10.1017/s0272263126101648","DOIUrl":"https://doi.org/10.1017/s0272263126101648","url":null,"abstract":"Listening ability in second language (L2) assessment is elicited through test methods that often require other abilities, which may introduce construct-irrelevant variance and threaten the validity of the test. While previous research has examined the effects of item presentation and item format on test performance, studies on test-takers’ cognitive processing remain exploratory. This study investigates the effects of two test method variables, item presentation (operationalized as while-listening performance [WLP] vs. post-listening performance [PLP]) and item format (operationalized as multiple-choice questions [MCQs] vs. open-ended questions [OEQs]), on test-takers’ cognitive processing, using gaze behaviors as real-time indicators. A Graeco-Latin square design was employed to administer four psychometrically validated short-talk listening testlets across the test conditions. Eye-tracking data were collected while controlling for word count and typing speed as covariates. Linear mixed-effects modeling revealed higher total fixation duration, fixation counts, total visit duration, and visit counts in the WLP condition than in the PLP condition. Interaction effects for all four metrics further indicated that these differences were more pronounced for MCQs than for OEQs. Additionally, typing speed and word count contributed to the variance in eye-tracking measures. The findings contribute to our growing understanding of how test methods shape listening processes and offer implications for the design and interpretation of L2 listening assessments.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"19 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147519301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparing the effectiveness of Duolingo, Classroom instruction, and Classroom + Duolingo instruction conditions on beginner-level French language development 比较多邻国、课堂教学和课堂+多邻国教学条件对初级法语语言发展的效果

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2026-03-10 DOI: 10.1017/s0272263126101521

YouJin Kim, Caroline Payant, Stephen Skalicky, Yoon Namkung

{"title":"Comparing the effectiveness of Duolingo, Classroom instruction, and Classroom + Duolingo instruction conditions on beginner-level French language development","authors":"YouJin Kim, Caroline Payant, Stephen Skalicky, Yoon Namkung","doi":"10.1017/s0272263126101521","DOIUrl":"https://doi.org/10.1017/s0272263126101521","url":null,"abstract":"Over the past decade, there has been growing use of mobile-assisted language learning (MALL) applications such as Duolingo. The effectiveness of MALL applications is thus of great interest among language acquisition researchers and practitioners. This study compared French language development among beginners in three learning conditions: Classroom-Only ( n = 58), Duolingo-Only ( n = 65), and Classroom + Duolingo ( n = 60). The Classroom-Only group completed a standard first-semester curriculum, the Classroom + Duolingo group used Duolingo as supplemental material, and the Duolingo-Only group learned exclusively through the app. All participants completed pretests and posttests measuring overall proficiency, grammar, vocabulary, pragmatics ( tu vs. vous ), and communicative competence over a 16-week period. Linear mixed-effects models revealed that all three groups showed significant improvement across nearly all measures between pretest and posttest, with similar magnitudes of improvement. The only exception was in learning tu vs. vous (pragmatic competence), where the Classroom + Duolingo group showed larger gains than Classroom-Only and Duolingo-Only groups. Results suggest that both traditional classroom instruction and Duolingo are comparably effective for beginning French language learners. Results are discussed in light of mobile app-based language learning with the potential role of learner characteristics.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"10 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147383466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Measurement and structural invariance testing in L2 research: A methodological synthesis 第二语言研究中的测量和结构不变性检验：方法论综合

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2026-03-10 DOI: 10.1017/s0272263126101624

Ekaterina Sudina, Yazhuo Quan, Hande Ozdemir

引用次数: 0

Univariate normality checking practices in L2 research: An AI-assisted systematic review 第二语言研究中的单变量正态性检查实践：人工智能辅助的系统回顾

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2026-02-25 DOI: 10.1017/s0272263126101600

Vahid Aryadoust, Yichen Jia

{"title":"Univariate normality checking practices in L2 research: An AI-assisted systematic review","authors":"Vahid Aryadoust, Yichen Jia","doi":"10.1017/s0272263126101600","DOIUrl":"https://doi.org/10.1017/s0272263126101600","url":null,"abstract":"Regardless of whether one is analyzing quantitative data from research involving generative artificial intelligence (GenAI) or more classical methods, testing for normality remains a necessary step in statistical analysis. Although over 60 methods have been proposed for assessing univariate normality, previous systematic reviews show that normality testing remains underreported in L2 research. This paper addresses this gap by first reviewing the concept of normality and its role in parametric statistical inference. We then examine 12 normality assessment methods including five graphical and seven analytical methods selected based on their prominence in statistical literature and availability in commonly used software. Each method is explained in terms of its underlying mechanism and sensitivity to specific forms of nonnormality, such as skewness, tail heaviness, and multimodality. In the second part of the study, we review 237 empirical articles published between 2020 and 2025 in ten selected L2-focused Q1 journals, using AI-assisted annotation. Our findings reveal inconsistencies in how graphical tests are reported, a tendency to rely on tests such as the Kolmogorov-Smirnov without explicit attention to sample size constraints, and limited justification provided for critical values of skewness and kurtosis. These results indicate some divergence between recommended statistical practices and the procedures for normality testing reported in the L2 publications examined. The paper concludes with actionable recommendations for selecting and interpreting normality tests in L2 research contexts.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"342 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2026-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147278874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Disability and second language learning: Implications for interdisciplinary research in applied linguistics 残疾与第二语言学习：应用语言学跨学科研究的启示

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2026-02-20 DOI: 10.1017/s0272263126101594

Caitlin Cornell, Robert Alan Randez

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The role of initial proficiency in L2 English speaking development of adolescent learners 初级熟练程度在青少年二语学习者口语发展中的作用

IF 4.1 1区文学

Studies in Second Language Acquisition Pub Date : 2026-02-18 DOI: 10.1017/s0272263126101570

Vanessa De Wilde

引用次数: 0

The effects of audiovisual input on second language learning A meta-analysis 视听输入对第二语言学习的影响：meta分析