Studies in Second Language Learning and Teaching最新文献_第6页

Second language psychological speaking and listening needs: Scale development, symbiosis, and demographic differences 第二语言心理听说需求:规模发展、共生关系和人口统计学差异

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-09-27 DOI: 10.14746/ssllt.2022.12.3.7

Jian Xu, Xuyan Qiu

{"title":"Second language psychological speaking and listening needs: Scale development, symbiosis, and demographic differences","authors":"Jian Xu, Xuyan Qiu","doi":"10.14746/ssllt.2022.12.3.7","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.3.7","url":null,"abstract":"This study aimed to develop and validate two parallel scales to measure the psychological L2 speaking and listening needs of 863 English-as-a-foreign language (EFL) learners. The associations between three psychological needs (i.e., autonomy, competence, and relatedness) of L2 speaking and of L2 listening were examined to develop insights into oracy (i.e., integration of speaking and listening) in L2 communication. Subsequently, the impact of demographic variables was explored. The data, collected via a 5-point Likert-scale questionnaire, were analyzed through descriptive and correlation analysis, factor analysis, and ANOVA. Exploratory factor analysis was conducted to determine the factor structures, followed by confirmatory factor analysis for validation. Results demonstrated that the validity and reliability of the two developed scales were satisfactory. L2 speaking autonomy was significantly related to L2 listening autonomy, as were competence and relatedness. The three psychological needs of both L2 speaking and listening revealed varying patterns in terms of gender, major, university geographical context, schooling stage (first year to fourth year), and study-abroad experiences. The research findings reinforce the need for integration of L2 speaking and L2 listening when satisfying university students’ psychological needs, contribute to the research field with the measurement scales of psychological needs in L2 speaking and listening settings, and yield implications for teaching the two language skills integratedly.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"89 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84491129","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

Review of Crosslinguistic influence and second language learning by Kevin McManus 跨语言影响与第二语言学习综述

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-09-27 DOI: 10.14746/ssllt.2022.12.3.8

Lixia Zhu, Jinting Cai

引用次数: 0

The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis 动机和词汇学习策略在二语词汇知识中的作用:结构方程模型分析

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-09-27 DOI: 10.14746/ssllt.2022.12.3.5

Jang Ho Lee, Joung Joo Ahn, Hansol Lee

{"title":"The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis","authors":"Jang Ho Lee, Joung Joo Ahn, Hansol Lee","doi":"10.14746/ssllt.2022.12.3.5","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.3.5","url":null,"abstract":"This study explores the complex relationships between language learning motivation, vocabulary learning strategies, and two components of second language vocabulary knowledge (i.e., vocabulary size and depth), within the framework of self-regulated learning. Responses to questionnaires were gathered from 185 secondary-level Korean adolescent learners of English as a foreign language, regarding their motivation and vocabulary learning strategy use; additionally, the results of their vocabulary size and depth tests were collected. We adopted structural equation modeling for analysis, with vocabulary learning strategies consisting of memory, cognitive, and metacognitive categories, and vocabulary knowledge consisting of vocabulary size and depth. The results showed that motivation directly predicted vocabulary learning strategies and vocabulary knowledge, and indirectly predicted vocabulary knowledge via vocabulary learning strategies. When further classified, intrinsic motivation was found to have a stronger influence on the use of vocabulary learning strategies and vocabulary knowledge than extrinsic motivation. We discuss the implications of increasing learners’ motivation and repertoire of strategies for improving vocabulary size and depth.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"38 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82726418","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: 1

Language learners’ emotion regulation and enjoyment in an online collaborative writing program 在线协作写作项目中语言学习者的情绪调节与享受

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-09-27 DOI: 10.14746/ssllt.2022.12.3.6

Zhipeng Zhang, X. Gao, Ting Liu, Chwee Beng Lee

{"title":"Language learners’ emotion regulation and enjoyment in an online collaborative writing program","authors":"Zhipeng Zhang, X. Gao, Ting Liu, Chwee Beng Lee","doi":"10.14746/ssllt.2022.12.3.6","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.3.6","url":null,"abstract":"Collaborative learning in online contexts is emotionally challenging for language learners. To achieve successful learning outcomes, language learners need to regulate their emotions and sustain positive emotions during the collaborative learning process. This study investigated language learners’ emotion regulation and enjoyment, the most extensively researched positive emotion in foreign language learning, in an online collaborative English learning environment. In the study, we collected data by surveying 336 Chinese students majoring in English who collaboratively completed a series of English language writing tasks in 108 online groups facilitated by a social media app (WeChat). Principal component analysis revealed two primary types of emotion regulation: peer regulation and group regulation. The analysis also revealed one factor underpinning enjoyment: enjoyment of online collaboration. Correlation analysis showed medium and positive relationships between peer regulation, group regulation, and enjoyment of online collaboration. Structural equation modeling analysis further found that group regulation exerted a medium-sized direct effect on enjoyment of online collaboration. Peer regulation affected enjoyment of online collaboration moderately and indirectly via group regulation. The theoretical and pedagogical implications of the findings can help to optimize face-to-face and online collaborative language learning activities.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"81 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85534086","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: 3

Learner variables in the development of intercultural competence: A synthesis of home and study abroad research 跨文化能力发展中的学习者变量:国内外研究综述

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-06-21 DOI: 10.14746/ssllt.2022.12.2.5

Z. Tajeddin, Neda Khanlarzadeh, H. Ghanbar

{"title":"Learner variables in the development of intercultural competence: A synthesis of home and study abroad research","authors":"Z. Tajeddin, Neda Khanlarzadeh, H. Ghanbar","doi":"10.14746/ssllt.2022.12.2.5","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.2.5","url":null,"abstract":"To provide insights into a wide array of individual learner variables implicated in intercultural education in home and study abroad contexts, this study systematically reviewed the effects of such variables on the development of intercultural competence. The corpus consisted of 56 journal articles published over the past two decades (2000-2020). The purpose of this study was to explore: (a) learner variables that were described in research on intercultural competence, including, inter alia, their age, gender, first language (L1) background, proficiency level, and attitudinal orientations; (b) settings in which learners’ intercultural development was studied, including both home contexts and study abroad contexts; and (c) effects of learner variables on the development of their intercultural competence. The results of this synthesis indicate that a growing number of studies have started to document intercultural instruction in both home and study abroad contexts. They show how learner variables were considered in conducting these studies and how variation in these variables impacted the effectiveness of instruction that targeted intercultural competence. The findings can considerably broaden our understanding of both opportunities and constraints in intercultural education in terms of learner variables and in particular variables that make the most contribution to intercultural development in home and study abroad contexts.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89537749","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

Editorial: Introduction to the special issue on conducting research syntheses on individual differences in SLA 社论:关于开展二语习得个体差异研究综合的专题介绍

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-06-18 DOI: 10.14746/ssllt.2022.12.2.1

Kata Csizér, Ágnes Albert, Katalin Piniel

{"title":"Editorial: Introduction to the special issue on conducting research syntheses on individual differences in SLA","authors":"Kata Csizér, Ágnes Albert, Katalin Piniel","doi":"10.14746/ssllt.2022.12.2.1","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.2.1","url":null,"abstract":"As systematic research syntheses and meta-analytic studies are becoming more prominent in the social sciences, especially in the fields of psychology and ed-ucation, it appears that applied linguists have also started to follow suit (In’nami et al., 2019). One of the main reasons for this is that abundant knowledge has accumulated through the years about second and foreign lan-guage (L2) learning and teaching, making the time ripe to systematically syn-thesize the research findings in order to draw further conclusions and identify paths future studies could take. This is also true for the subfield of individual differences (IDs) research within applied linguistics, where proliferation in the number of studies focusing on individual learner differences with respect to a large variety of issues has been witnessed in the past decades. Hence, we saw it timely to compile a special issue on research synthesis in the subfield of IDs in L2 learning. We formulated the following aims to guide our venture: First of all, we intend to inform scholars of the nature and utility of research syntheses in our field. Second, we hope that the articles included in the special issue would serve as examples for researchers wishing to embark on conducting similar studies. Our third and not negligible aim was to see what tendencies regarding particular individual differences can be outlined based on previous research results. In order for the readers to make the most of these articles, in this editorial introduction we would like to articulate how we see the role of research synthesis in general and meta-analysis in particular in our field. To this end, we will offer relevant definitions and a short discussion on their utility. We will then move on to outline very generic guidelines for conducting sys-tematic research syntheses, and, finally, we will summarize the studies includ-ed in the volume and their contribution to the field of research on IDs.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"5 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84939461","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

Shifting focus through a small lens: Discursive and introspective perspectives on the emergence of L2 study emotions 通过一个小镜头转移焦点:关于第二语言学习情绪出现的话语和内省观点

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-03-21 DOI: 10.14746/ssllt.2022.12.1.2

R. J. Sampson

{"title":"Shifting focus through a small lens: Discursive and introspective perspectives on the emergence of L2 study emotions","authors":"R. J. Sampson","doi":"10.14746/ssllt.2022.12.1.2","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.1.2","url":null,"abstract":"While perennial in the research landscape, empirical work investigating second language (L2) study emotions has proliferated in the past ten years (Dewaele, 2019). Nevertheless, this article argues there is space for more holistic yet detailed, social yet individual perspectives when conducting such research. As one avenue, the paper explores the potential of a “small lens” approach (Ushioda, 2016) to delve into particular emotional events in situ from learner-internal and learner-external points of view. It details an example of such an approach put into practice, in which the author examined the emergence of emotionally significant episodes for English as a foreign language undergraduates in Japan during short conversation sessions. The research explored data from discursive (video-recordings and transcripts of short conversations) and introspective (learner journals) angles. As a result, it was possible to observe the ways in which students’ emotional moves were both afforded by and acted on those of the other through their social interactions, and through interactions with additional aspects of their ongoing psychologies and relationships. The article thus aims to promote further situated L2 emotion research examining the dynamic interplay between various aspects of learners’ psychologies and the co-formed social context.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"141 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77960233","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

Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout 探讨教师即时性和笔划行为对英语作为外语的大学生学业倦怠的预测作用

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-03-21 DOI: 10.14746/ssllt.2022.12.1.5

Ali Derakhshan, Zohreh R. Eslami, Samantha Curle, K. Zhaleh

{"title":"Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout","authors":"Ali Derakhshan, Zohreh R. Eslami, Samantha Curle, K. Zhaleh","doi":"10.14746/ssllt.2022.12.1.5","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.1.5","url":null,"abstract":"To expand the literature on the rather new concept of student burnout, the present study examined the influence of teacher immediacy and stroke variables on English as a Foreign Language (EFL) students’ experience of burnout. To fulfill this aim, a group of 631 undergraduate EFL students from various universities in Iran answered questionnaires including the Immediacy Behavior Scale, the Student Stroke Scale, and the Maslach Burnout Inventory-Student Survey. The results of confirmatory factor analysis (CFA) of immediacy and burnout scales demonstrated the validity of the two scales in the Iranian EFL context. Subsequently, Pearson multiple correlation coefficients and structural equation modeling (SEM) were used to analyze the data. It was found that student burnout subscales negatively and significantly correlated with teacher immediacy and stroke subscales. Moreover, the results indicated that teacher immediacy and stroke variables, in combination with their subscales, could predict student burnout. On the whole, it can be concluded that teacher immediacy and stroke concepts, characterized as positive teacher interpersonal communication behaviors enhancing rapport and positive interaction between the teacher and students in EFL contexts, are potential preventers of negative student-related outcomes such as burnout.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"2 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74980965","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: 23

Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter? 第二语言计算机协同写作任务的动态参与:沟通模式是否重要?

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-03-21 DOI: 10.14746/ssllt.2022.12.1.4

S. Aubrey

{"title":"Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter?","authors":"S. Aubrey","doi":"10.14746/ssllt.2022.12.1.4","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.1.4","url":null,"abstract":"This study takes a dynamic approach to investigating engagement, examining fluctuations in cognitive-affective variables at regular time intervals during online collaborative second language (L2) writing tasks. Using online conference software and online editing software, 16 university students who use English as an L2, completed two collaborative problem-solution L2 writing tasks in two communication modes: video-chat and text-chat. After each task, learners viewed videos of their performances in 12 three-minute segments and were asked to rate their engagement on two scales (interest, focus). They were then interviewed about their attributions for fluctuations in their ratings. Group-level analysis revealed that learners experienced significantly higher focus and interest during tasks performed in video-chat mode than text-chat mode. This was contrasted with an analysis from a dynamic perspective, which produced a more nuanced picture of individual engagement trajectories during the tasks. Dynamic patterns of engagement fell into either moderately steady, increasing, decreasing, or rollercoaster pattern categories. A content analysis of 32 interviews revealed four factors that accounted for changes in engagement during tasks: task design (e.g., task familiarity), task process (e.g., instances of collaboration), task condition (e.g., communication mode), and learner factors (e.g., perceptions of proficiency).","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"39 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77254128","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: 8

Investigating academic achievement of English medium instruction courses in Turkey 调查土耳其英语教学课程的学术成就

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-03-21 DOI: 10.14746/ssllt.2022.12.1.6

Mehmet Altay, Samantha Curle, Dogan Yuksel, Adem Soruç

引用次数: 12