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Artificial Intelligence‐Generated Feedback for Second Language Intelligibility: An Exploratory Intervention Study on Effects and Perceptions 人工智能生成的反馈对第二语言可理解性的影响和感知的探索性干预研究
IF 4.4 1区 文学
Language Learning Pub Date : 2025-05-15 DOI: 10.1111/lang.12719
Kevin Hirschi, Okim Kang, Mu Yang, John H. L. Hansen, Kyle Beloin
{"title":"Artificial Intelligence‐Generated Feedback for Second Language Intelligibility: An Exploratory Intervention Study on Effects and Perceptions","authors":"Kevin Hirschi, Okim Kang, Mu Yang, John H. L. Hansen, Kyle Beloin","doi":"10.1111/lang.12719","DOIUrl":"https://doi.org/10.1111/lang.12719","url":null,"abstract":"This study investigated the use of Artificial Intelligence (AI) models and signal detection processes to generate meaningful visual and ChatGPT‐like narrative feedback on second language (L2) English intelligibility. To test the effects and perceptions of such techniques, three groups of learners (<jats:italic>N</jats:italic> = 90) received visual and narrative feedback (<jats:italic>n</jats:italic> = 30), visual‐only feedback (<jats:italic>n</jats:italic> = 29), and no feedback (<jats:italic>n</jats:italic> = 31) in an online self‐paced intervention with explicit instruction on segmental and suprasegmental features of intelligibility. Pre/postspeaking tasks were evaluated by raters for intelligibility, comprehensibility, and accentedness, as well as segmental and suprasegmental accuracy, in scripted and spontaneous speech. The results indicate that visual feedback improves prominence production, but only those participants who also received the narrative (i.e., ChatGPT) feedback improved in two of the three prosodic features and in intelligibility. However, those who received narrative feedback had the lowest perceptions of the practice activity helpfulness. Implications for the use and improvement of AI‐based pronunciation feedback are provided.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"57 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144066095","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
When Congruency Meets Figurativeness: Does Congruency Facilitation or Figurative Interference Persist in Second Language Collocational Processing? 当一致性满足比喻性：一致性促进还是比喻干扰在二语搭配加工中持续存在？
IF 4.4 1区 文学
Language Learning Pub Date : 2025-05-14 DOI: 10.1111/lang.12720
Jinfang Shi, Yin Zhong
{"title":"When Congruency Meets Figurativeness: Does Congruency Facilitation or Figurative Interference Persist in Second Language Collocational Processing?","authors":"Jinfang Shi, Yin Zhong","doi":"10.1111/lang.12720","DOIUrl":"https://doi.org/10.1111/lang.12720","url":null,"abstract":"The present study investigates whether congruency facilitation and figurative interference—two counteractive effects—persist in L2 collocational processing when both congruency and figurativeness are present. A primed lexical decision task was administered to 44 L1‐Chinese L2‐English learners and 40 L1‐English speakers to assess response times for figurative congruent collocations, along with their matched literal congruent and figurative incongruent collocations. Results showed that while collocational priming was absent, both congruency facilitation and figurative interference emerged, with their effects modulated by L2 proficiency. Specifically, in low‐proficiency learners, congruency facilitation appeared to outweigh figurative interference, whereas in high‐proficiency learners, figurative interference became more pronounced as L1‐based facilitation was suppressed. These findings suggest that L2 learners initially rely on their activated L1 semantic network but gradually shift toward developing L2 collocational representations as proficiency increases, though these representations may remain weak and insufficient to facilitate collocate access.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"29 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143979405","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
Effects of Lexical Frequency in Predictive Processing: Higher Frequency Boosts First Language Speed and Facilitates Second Language Prediction 词汇频率对预测加工的影响：高频率提高第一语言速度，促进第二语言预测
IF 4.4 1区 文学
Language Learning Pub Date : 2025-04-30 DOI: 10.1111/lang.12718
Haerim Hwang, Kitaek Kim
{"title":"Effects of Lexical Frequency in Predictive Processing: Higher Frequency Boosts First Language Speed and Facilitates Second Language Prediction","authors":"Haerim Hwang, Kitaek Kim","doi":"10.1111/lang.12718","DOIUrl":"https://doi.org/10.1111/lang.12718","url":null,"abstract":"This study explores how word frequency affects verb‐mediated prediction in L1 and L2 speakers, using a visual‐world eye‐tracking task. By manipulating frequency of nouns within subjects (higher; lower) and type of verbs used as predictive cues (semantically restrictive; neutral) in sentences (e.g., <jats:italic>The {doctor/surgeon} {opened/moved} the box</jats:italic>), we investigated the impact of frequency of early‐processed words on prediction, hypothesizing that higher‐frequency words might free up cognitive resources, thus facilitating lexical retrieval, integration with a subsequent predictive cue, and ultimately prediction. Results showed that both L1 and L2 speakers predicted the target object upon hearing restrictive verbs. However, the L2 group showed such a predictive behavior only when the sentences contained higher‐frequency subjects, whereas the L1 group did so in both conditions but faster with higher‐frequency subjects. These results suggest L2 learners’ sound ability to generate predictions, and underscore the importance of word frequency in facilitating both L1 and L2 prediction.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"13 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143893530","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
Contrasting Fixed‐ and Mixed‐Effects Modeling in Vocabulary Research: Reanalyzing Laufer (2024) and McLean et al. (2020) 词汇研究中的固定效应和混合效应模型对比：再分析Laufer（2024）和McLean et al. （2020）
IF 4.4 1区 文学
Language Learning Pub Date : 2025-04-22 DOI: 10.1111/lang.12715
Christopher Nicklin, Stuart McLean, Joseph P. Vitta
{"title":"Contrasting Fixed‐ and Mixed‐Effects Modeling in Vocabulary Research: Reanalyzing Laufer (2024) and McLean et al. (2020)","authors":"Christopher Nicklin, Stuart McLean, Joseph P. Vitta","doi":"10.1111/lang.12715","DOIUrl":"https://doi.org/10.1111/lang.12715","url":null,"abstract":"Analyses in vocabulary research should avoid the language‐as‐a‐fixed‐effect fallacy, whereby no statistical evidence is provided to support claimed generalizations beyond the words tested in the sample. Although mixed‐effects models are widely adopted in social sciences to avoid this fallacy, second language vocabulary researchers primarily conduct potentially problematic fixed‐effects analyses. In the present study, two published vocabulary studies relying on fixed‐effects modeling were re‐analyzed with generalized linear mixed‐effects models (GLMMs). Consistent with prior research comparing these approaches, effect sizes in the GLMMs were reduced by 36% to nearly 80%. Crucially, one study's claims were not fully substantiated with GLMM re‐analysis. The findings suggest that second language vocabulary researchers should strongly consider mixed‐effect models to avoid the language‐as‐a‐fixed‐effect fallacy. Furthermore, replications of earlier studies that employed fixed‐effects only analyses should be conducted to verify that their effect sizes were not overstated.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"6 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143862882","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
Instructed Second Language Acquisition and Second Language Pronunciation 指导第二语言习得和第二语言发音
IF 4.4 1区 文学
Language Learning Pub Date : 2025-04-19 DOI: 10.1111/lang.12716
Dustin Crowther, Shawn Loewen
{"title":"Instructed Second Language Acquisition and Second Language Pronunciation","authors":"Dustin Crowther, Shawn Loewen","doi":"10.1111/lang.12716","DOIUrl":"https://doi.org/10.1111/lang.12716","url":null,"abstract":"Instructed second language acquisition (ISLA) inquiry emphasizes the ways in which systematic manipulation of learning conditions may facilitate second language (L2) acquisition. ISLA research has tended to prioritize grammar and vocabulary over pronunciation. However, an increase in classroom‐based pronunciation research has begun to address this oversight. Within ISLA inquiry, themes of interest include (a) the extent to which instruction effectively promotes pronunciation development, (b) the types of instruction that may be more effective than others, and (c) the elements of pronunciation that may be more amenable to instruction than others. In the current paper, we first provide a state‐of‐the‐art review of existing L2 pronunciation‐based ISLA research. We next highlight avenues of future research we believe will benefit our understanding of the interaction between instructional approaches and L2 pronunciation development. Finally, in support of calls for increased research‐pedagogy dialogue, we provide a set of research‐informed teaching tips for L2 pronunciation instructors to consider.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"12 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143849628","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
On Umbrellas and Omnibuses: A Response to Open Peer Commentaries 论雨伞与公共汽车：对同行公开评论的回应
IF 3.5 1区 文学
Language Learning Pub Date : 2025-04-09 DOI: 10.1111/lang.12714
Bram Bulté, Alex Housen, Gabriele Pallotti
{"title":"On Umbrellas and Omnibuses: A Response to Open Peer Commentaries","authors":"Bram Bulté,&nbsp;Alex Housen,&nbsp;Gabriele Pallotti","doi":"10.1111/lang.12714","DOIUrl":"10.1111/lang.12714","url":null,"abstract":"<p>This response to the commentaries on our conceptual review article on structural complexity and learning difficulty in second language acquisition (SLA) clarifies the scope and objectives of our framework, the challenges of defining and measuring complexity and difficulty, and the broader relevance of our proposal for both empirical research and theory building in SLA, including its relationships to frameworks such as complexity–accuracy–fluency (CAF).</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"75 2","pages":"607-618"},"PeriodicalIF":3.5,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143813448","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
Learning via Processing: Structural Priming Across Grammatical Structures and Languages in Early Second Language Development 通过加工学习：第二语言早期发展中语法结构和语言的结构启动
IF 4.4 1区 文学
Language Learning Pub Date : 2025-04-08 DOI: 10.1111/lang.12711
Holger Hopp, Sarah Schimke, David Öwerdieck, Freya Gastmann, Gregory J. Poarch
{"title":"Learning via Processing: Structural Priming Across Grammatical Structures and Languages in Early Second Language Development","authors":"Holger Hopp, Sarah Schimke, David Öwerdieck, Freya Gastmann, Gregory J. Poarch","doi":"10.1111/lang.12711","DOIUrl":"https://doi.org/10.1111/lang.12711","url":null,"abstract":"We employed structural priming to test whether targeted exposure to unambiguous form–meaning mappings led to learning of noncanonical word orders, specifically in object relative clauses, among 165 low‐to‐intermediate‐level L1 German L2 learners of English. We further investigated the scope of structural priming by assessing whether priming with related grammatical structures that had been acquired earlier, namely English questions or German relative clauses, similarly led to learning of L2 English object relative clauses. Based on the assumption that relative clauses and questions are related at the level of sentence processing, we tested whether priming went hand in hand with processing changes, as assessed in visual‐world eye tracking. Results showed that learning generalized from L2 questions to L2 relative clauses via cumulative and longer‐term priming. In contrast, there was no priming from L1 relative clauses. Longer‐term L2 priming co‐occurred with changes in initial sentence processing, suggesting that prediction errors may drive learning via priming.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"30 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143805768","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
Investigating the Relation Between Second Language Proficiency and Study Success Using a Causal Inference Approach 运用因果推理方法研究第二语言能力与学习成功的关系
IF 4.4 1区 文学
Language Learning Pub Date : 2025-04-06 DOI: 10.1111/lang.12713
Sybren Spit, Sible Andringa, Oisín Ryan
{"title":"Investigating the Relation Between Second Language Proficiency and Study Success Using a Causal Inference Approach","authors":"Sybren Spit, Sible Andringa, Oisín Ryan","doi":"10.1111/lang.12713","DOIUrl":"https://doi.org/10.1111/lang.12713","url":null,"abstract":"Prior research suggests that second language (L2) proficiency is key in students’ study progress, but this research has mainly been carried out at universities. It is thus unclear how this relation varies across different educational levels. Moreover, previous studies are often not informative about the causality of this relation, making it difficult to base intervention policies on these studies. To address these shortcomings, we analyze a large historical registry dataset of examinees of the L2 Dutch state exam between 2011 and 2023 (<jats:italic>n</jats:italic> = 12,664). First, we map out the statistical dependency between language proficiency and examinees’ study success. Next, using graphical approaches to causal inference, we estimate the effect of a hypothetical intervention: Would an increase in language proficiency affect study success rates? We replicate the relation between language proficiency and study success in university students, but it does not generalize to students in applied universities or vocational programs.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"25 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143784783","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
Native and Nonnative Speakers’ Preferences for Preposition Pied‐Piping Versus Stranding in English Wh‐Relative Clauses 英语Wh -定语从句中，母语和非母语人士对介词Pied - Piping和string的偏好
IF 4.4 1区 文学
Language Learning Pub Date : 2025-03-30 DOI: 10.1111/lang.12712
Henan Duan, Helen Zhao, Jonathon Lum
{"title":"Native and Nonnative Speakers’ Preferences for Preposition Pied‐Piping Versus Stranding in English Wh‐Relative Clauses","authors":"Henan Duan, Helen Zhao, Jonathon Lum","doi":"10.1111/lang.12712","DOIUrl":"https://doi.org/10.1111/lang.12712","url":null,"abstract":"The current study investigated from a usage‐based perspective how phrasal frequency and collocational strength of verb–preposition collocations influence preposition placement in <jats:italic>wh</jats:italic>‐relative clauses. Native English speakers and Chinese learners of English as a second language of the intermediate and advanced English proficiencies completed a sentence completion task and an acceptability judgment task. The results showed that native and nonnative speakers had an overall preference for preposition stranding. Native speakers had a stronger acceptance of preposition pied‐piping than nonnative speakers; advanced learners had a stronger acceptance of pied‐piping than intermediate learners. The collocational strengths of verb–preposition combinations had a significant effect on the productive use and acceptability of preposition placement for both native speakers and advanced learners. Intermediate learners’ preposition placement was more affected by phrasal frequency. Overall, the findings confirm that the distributional properties of verb–preposition collocations influence speakers’ preference for the type of <jats:italic>wh</jats:italic>‐clause structure, which provides strong support to the usage‐based account of grammar analysis and grammar acquisition.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"1 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143736589","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
Distributional Cues in Construction Acquisition: A Comparative Study of Native and Nonnative English Speakers Using the As‐Predicative Construction 结构习得中的分布线索：母语和非母语英语者使用As -谓语结构的比较研究
IF 4.4 1区 文学
Language Learning Pub Date : 2025-03-12 DOI: 10.1111/lang.12710
Ivana Domazetoska, Helen Zhao
{"title":"Distributional Cues in Construction Acquisition: A Comparative Study of Native and Nonnative English Speakers Using the As‐Predicative Construction","authors":"Ivana Domazetoska, Helen Zhao","doi":"10.1111/lang.12710","DOIUrl":"https://doi.org/10.1111/lang.12710","url":null,"abstract":"This study investigates how distributional cues are integrated into the mental representation of the <jats:italic>as</jats:italic>‐predicative construction by English native and nonnative speakers, drawing on associative learning theory. We examined speakers’ constructional retrieval when given a verbal cue (Experiment 1) and their verb retrieval when given a constructional cue (Experiment 2). Speakers concurrently integrated both cues in their construction retrieval but not in their verb retrieval. Between‐group differences were also found, alongside distinct effects of verb frequency and voice. A question is therefore raised about the integration of distributional cues in forward versus backward retrieval of linguistic information, though we maintain that constructional categories partially emerge as a result of distributional information hinging on ΔP theory. We highlight the need for more comprehensive research, particularly in relation to crosslinguistic differences and the role of second language proficiency, and we offer an alternative statistical perspective by adopting a Bayesian approach to logistic and negative binomial mixed‐effects modeling.","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"24 1","pages":""},"PeriodicalIF":4.4,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607776","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
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