Stuart Webb is Professor at Western University's Faculty of Education and specializes in second language acquisition. With a PhD in Applied Linguistics, he has taught English as a foreign language and applied linguistics internationally for many years. His research investigates practical questions like how many words are needed to understand TV, how often words must be encountered to be learned, and which words are most valuable for students. Prof. Webb has authored books on vocabulary research and published over 100 papers in top journals.

The paper compares the effectiveness of balanced and skewed input at facilitating the acquisition of a novel construction by learners of English as a foreign language. The study replicates and extends Casenhiser and Godberg’s (2005) seminal paper on L1 construction acquisition. The study argues that the previous research did not pay sufficient attention to the frequency-prototypicality connection, as observed in natural language usage, and makes an attempt to overcome this limitation by adopting a more principled approach to this issue, which takes into consideration the frequency effects. Polish university students (N = 80) were randomly assigned either to skewed frequency groups, where the input was skewed towards the prototypical exemplars of the novel appearance construction, or a balanced frequency group, where the input was evenly distributed among the exemplars of this construction. Both groups were tested on comprehension of the target structure. The results suggest a facilitative effect of balanced input, as compared to the skewed input. This result was found to be correlated with the degree of cognitive/experiential entrenchment of the situations coded by the test exemplars, that is, the balanced frequency group significantly outperformed the control group only on tasks depicting highly familiar and frequently encountered scenes.

This study sought to investigate how teachers perceive their self-efficacy in fostering three critical dimensions of student engagement: emotional, behavioral, and cognitive. The research used the Social Cognitive Theory (SCT) as a foundation to unravel the intricate interplay between teacher cognitions and student engagement in academic settings. A mixed-methods approach was employed to ensure both breadth and depth of understanding. Quantitative data were gleaned using descriptive statistics, while qualitative insights were extracted from in-depth teacher interviews. Findings revealed that teachers feel most efficacious in catalyzing emotional engagement, with both quantitative scores and qualitative accounts affirming this observation. A palpable connection between emotional and behavioral engagement was identified, implying that active participation often stems from emotional resonance. Conversely, cognitive engagement emerged as a nuanced challenge, with teachers often grappling to influence it effectively. SCT interpretations underscored the dynamic interplay between individual cognitive processes, observational learning, and the broader educational milieu. The pronounced role of emotional engagement suggests the necessity for tailored teacher development programs. Furthermore, the intricacies of cognitive engagement advocate for more individual-centric curriculum designs. These insights have profound implications for teacher training, curriculum design, policy formulation, and future research, emphasizing the need for creating immersive and holistically engaging learning environments.

The article examines the use of English by Japanese native-speaker teachers (NSTs) in their Japanese as a foreign language (JFL) classrooms. A total of 256 Japanese NSTs from 39 countries participated in the research. It also compares English language usage between native and non-native Japanese language teachers (NNSTs) in their teaching practice. The data were collected through a questionnaire distributed globally among Japanese language institutions in non-Anglophone countries, and both quantitative and qualitative methods were used for data analysis. The findings shed light on the preferences for the primary language of instruction and the varying extent of English language use among NSTs and NNSTs. A global perspective of the study provided an opportunity to draw meaningful conclusions concerning: (1) native-speaker teachers’ strong preference for using direct methods when teaching in Japan and (2) their becoming more flexible in their choices when teaching Japanese abroad. Native speakers teaching abroad tend to use English more frequently during instructional time compared to those teaching in Japan. The research also suggests that both NSTs and NNSTs utilize multilingual practices (translanguaging and code-switching), incorporating Japanese, students’ native languages, and English into their JFL classrooms. The qualitative study of NSTs’ beliefs revealed their flexibility and adaptability in tailoring teaching methods to different students’ unique learning needs and preferences, which is essential for reaching and engaging all learners effectively.

Research underscores the crucial role of motivation in language learning, emphasizing the connection between growth mindsets—belief in the power of effort to enhance ability—and motivation. This study addresses the need for an updated understanding of English language moti-
vation among Chilean secondary school students, as recent studies on this topic have been lacking since 2011 and 2013. Furthermore, the correlation between language mindsets and language learning motivation in this specific context remains unexplored. The study investigates these aspects among 86 Chilean secondary students, employing a mixed-methods approach using the Language Mindset Inventory, the L2 Motivational Self System (L2MSS) questionnaire, and diary entries. Through this comprehensive approach, the research reveals nuanced motivations, underlining the importance of the ideal L2 self and English learning experiences in shaping motivation, challenging traditional views on the significance of the ought-to L2 self. Quantitative analysis establishes a statistically significant association between language mindsets and L2 motivation. This finding supports the argument that learners with a growth mindset are more inclined to envision a positive ideal L2 self, driven by their belief in improvement and readiness to overcome obstacles in their language learning journey. The study suggests aligning the national curriculum with student aspirations and interests. Additionally, it underscores the significance of cultivating growth-oriented language mindsets in educational settings, with educators playing a pivotal role in inspiring students to approach language acquisition with enthusiasm, dedication, and perseverance.

The book is renowned for its novel approach combining psychology, applied linguistics, and cognitive science as well as for its extensive examination of the state of individual differences research. Beyond a basic field review, every chapter explores the theoretical and empirical limits of modern methods. This volume confirms the significance of personal variance in L2 learning. The four main sections of the book, each of which concentrates on a different set of cognitive variables, are age, intelligence, aptitude, and affect (Part I); memory, attention, and noticing (Part II); learning strategies, metacognition, and self-regulation (Part III); L2 skills, learning challenges, and anxiety (Part IV).