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Journal: Theory and Practice of Second Language Acquisition

English Language Attrition in Teachers: Questions of Language Proficiency, Language Maintenance and Language Attitudes

Teresa Maria Wlosowicz

Published: 30-06-2017 | Abstract

The present study aims to investigate the attrition of English in English language teachers whose native language is Polish. It focuses on the attrition of more advanced vocabulary and structures which are taught in English Philology departments at universities, but which may not be necessary for teachers who teach at the lower levels of education and, as a consequence, they may be especially prone to attrition. At the same time, the study includes a questionnaire aiming to reveal the participants’ attitudes towards linguistic correctness and their strategies of language maintenance. As the results show, some attrition can indeed be observed, yet it must also be remarked that the teachers do try to maintain their proficiency levels in English by using the language in various ways, such as reading books and articles in English, watching films in English, talking to native speakers, etc.

2017-06-30



Journal: Theory and Practice of Second Language Acquisition

Multilingual Processing Phenomena in Learners of Portuguese as a Third or Additional Language

Teresa Maria Włosowicz

Published: 25-06-2016 | Abstract

The purpose of the study has been an analysis of Polish students’ cued translation of Polish (L1) and English or French (L2) sentences into Portuguese (third or additional language in De Angelis’s (2007) terminology). In particular, the study investigates cross-linguistic interaction (Herdina and Jessner’s (2002) term) in multilingual processing involved in L3 production. In fact, translation constitutes a special case of production because, on the one hand, the content is already contained in the L1 or L2 source sentences, but at the same time, this is not necessarily a facilitation, as the cues may require the use of words or structures the participants might not use in free production.

The article is based on two studies carried out with thirty and forty-two students of Portuguese philology respectively. As the results show, cross-linguistic interaction in various directions was observed, not only from L2 (English or French), L3 (in those participants for whom Portuguese was an L4 and their L3 was Spanish or Italian), L4, etc. or, intralingually, from Portuguese, but also from L1, despite the distance between Polish and Portuguese and the special status of the native language. However, the amount of interference and/or negative transfer often depended on the sentence rather than on the language combination. The diversity of the observed interactions also supports Herdina and Jessner’s (2002) claim of the dynamic and unpredictable nature of cross-linguistic interaction.

2016-06-25



Journal: Theory and Practice of Second Language Acquisition

Some Libya EFL University Students’ Attitudes towards Using Authentic Materials for Reading Classes Abstract This study investigates the attitudes of 100 Libyan English foreign language (EFL) university students towards using authentic materials in the l

Salama Embark Saleh

Published: 30-06-2017 | Abstract

This study investigates the attitudes of 100 Libyan English foreign language (EFL) university students towards using authentic materials in the language classroom. The quantitative data of this study was collected through close-ended questionnaire. The majority of the students believed that exposing foreign language (FL) learners to authentic materials has a positive impact on developing their reading skills and on enhancing their awareness about the culture of the target language. However, they emphasize the importance of introducing these materials in small portions and the need for promoting teachers’ and students’ motivation and interest in these materials

Despite the challenges and the difficulties that may impede the process of introducing authentic material in the FL classroom, it represents a valuable and useful resource for teachers to use in order to motivate students and develop their language proficiency.

2017-06-30



Journal: Theory and Practice of Second Language Acquisition

Multimodality of cultural content in ELT materials for young learners.

Maria Dorota Stec

Published: 30-06-2017 | Abstract

Cultural content is incorporated into EL materials to enrich linguistic content. The paper focuses on English materials as cultural artefacts analysed in terms of multimodality. The aim is to identify the most important multimodal aspects of cultural content offered in English course books for early language education. Following the multimodal discourse analysis, the image–language relations presented in the culture sections are examined. The paper seeks to address two following questions: What is the multimodality of cultural content in English course books for young learners? What are the image-language relations involved in the construction of cultural content? The project involves an analysis of nine course books currently used in teaching English to young learners in Polish primary schools. The data will be collected during the evaluation studies, which here are both quantitative and qualitative in nature. The study is based on a set of universal, content-specific, multimodal and intermodal criteria. It is hoped that the results from the research project will enrich the process of ELT materials design in terms of multimodality. They will support the need for developing multimodal (visual) literacy through multicultural education in early language education.   

2017-06-30



Journal: Theory and Practice of Second Language Acquisition

Self-reported vs. self-rated pronunciation in a non-native language

Ewa Grażyna Cieślicka , Arkadiusz Rojczyk

Published: 12-12-2017 | Abstract

The study investigates how their own accent in English is self-perceived by Polish learners. More specifically, we compare how, and to what extent, self-reported pronunciation differs from self-rated pronunciation prior to and after the exposure to one’s recorded speech. Previous research on non-native accent rating has concentrated on scores obtained from native speakers or other proficient speakers of English. In the current study, we concentrate on how learners evaluate their own accent in English for parameters such as pronunciation, articulation and fluency. We also introduce an independent variable of proficiency. Both quantitative and qualitative analyses were conducted and the result showed that there are no major differences between how learners report their accent in English and how they rate it from the recording of their own speech. It indicates that the general self-image of one’s accent is fairly stable and exposure to the sample of one’s speech does not change the overall self-perception.   

2017-12-12



Journal: Theory and Practice of Second Language Acquisition

Another Look at the L2 Motivational Self System of Polish Students Majoring in English: Insights from Interview Data

Mirosław Pawlak

Published: 10-08-2016 | Abstract

One of the most recent theoretical developments when it comes to the role of motivation in second language learning is the theory of the L2 motivational self system (e.g., Dörnyei, 2005). It has been proposed in recognition of the fact that learning a foreign language does not only involve acquiring a new communicative code, but also affects the personality of an individual, the difficulties involved in applying Gardner’s (1985) concept of integrativeness to foreign language contexts, as well as the mounting empirical evidence (e.g., Dörnyei & Csizér, 2002), demonstrating that key components of motivation, such as integrativeness, instrumentality, attitudes towards L2 speakers or manifestations of motivated learning behavior are intricately interrelated. As a result, the notion of integrativeness has been reinterpreted as the L2-specific aspect of an individual’s ideal self and the motivational system is believed to comprise the following three dimensions: (a) ideal L2 self, which is related to the abilities and skills that learners envisage themselves possessing, which may trigger a desire to reduce the distance between their actual and ideal selves, (b) ought-to L2 self, which is connected with the attributes that the learners believe are important in the eyes of significant others, and (c) L2 learning experiences, which is a context-related factor reflecting the nature of the immediate learning environment and learning experiences. This framework was applied in a qualitative study, the participants of which were 28 English majors in the last year of a three-year BA program who were interviewed about their motives for learning the target language. The analysis revealed that although motivational influences which have traditionally been regarded as important do play a role, there are a number of factors, such as family influence, instrumentality, knowledge orientation or international posture, that are also of vital importance.

2016-08-10



Journal: Theory and Practice of Second Language Acquisition

The Age Factor in the Foreign Language Class: What Do Learners Think?

Simone E. Pfenninger , David Singleton

Published: 25-06-2016 | Abstract

The present paper analyzes beliefs about the age factor of learners of English as a foreign language (EFL) with different starting ages (early vs. late starters), in different grades (in Year 7 at the beginning and in Year 12 at the end of secondary school), and with different levels of EFL proficiency (high achievers vs. low achievers). The sample for the study was drawn from a larger sample of 200 secondary school students who were part of a longitudinal study, undertaken in Switzerland between 2008 and 2015. From this sample we selected 10 early starting high-achievers, 10 early starting low-achievers, 10 late starting high-achievers, and 10 late starting low-achievers. A qualitative analysis of language experience essays written at the beginning and at the end of secondary school revealed that learners with different starting ages, in different grades, and with different levels of proficiency displayed different beliefs about the age factor.  The overall lack of age effect on FL achievement found in our previous studies may be explicable in terms of a number of affective factors (e.g. disengagement of the early starters due to language practices of the classroom) and contextual factors (e.g. transition from English in primary to English in secondary).

2016-06-25



Journal: Theory and Practice of Second Language Acquisition

Gure Ikastola en tres languages: the teaching and learning of trilingual oral expository skills by means of a didactic sequence

Ana Aldekoa

Published: 14-12-2018 | Abstract

The aim of this presentation is to analyse the development of trilingual oral expository skills in sixteen-year-old Spanish L1, Basque L2 and English L3 students in the framework of a multilingual didactic sequence. The promotion of multilingualism including a minority language such as Basque is a major specificity of the Basque educational system (Cenoz, 2009; Idiazabal et al., 2015), and the Integrated Teaching of Languages (ITL) is highlighted as a relevant approach for multilingual education both in the Basque and European contexts (Gobierno Vasco, 2015; Troncy, 2014).

Initial and final oral expository texts produced at the beginning and at the end of a didactic sequence by trilingual students constitute the empirical data of this study. Both texts were addressed to students’ school community as well as to foreign students with the aim of presenting their school. We followed text genre-based criteria in order to analyse students' trilingual productions (Dolz & Schneuwly, 2016).

Results show that students did improve their oral expository texts overall, although to different extents: among the aspects that showed a greater improvement, we can name the explicit mention of core elements at the introductory section in Basque, the more consistent use of topic introducers regardless of the language and the more regular use in English of resources to clarify those concepts whose meaning could be difficult to grasp for foreign students. Among those aspects where improvement is notably less, we could mention that students hardly ever addressed the audience in English and thus failed to catch their interest; also, the production of target-deviant past tense verb forms in English remains quite problematic.

From the perspective of the ITL, we will conclude that this analysis shows that teaching oral expository skills from an integrated perspective fosters multilingual development, being inter-linguistic discursive transfer a relevant didactic resource (Cummins, 2008).

2018-12-14



Journal: Theory and Practice of Second Language Acquisition

Teaching Materials and the ELF Methodology – Attitudes of Pre-Service Teachers

Aleksandra Aniela Szymańska-Tworek

Published: 13-08-2016 | Abstract

The central argument voiced in the present paper is that the English language classroom should be influenced by the English as a lingua franca (ELF) methodology. What we mean under the notion of ELF methodology is a set of assumptions and tenets advanced by a number of scholars (e.g., Jenkins, 2002; Seidlhofer, 2011), who advocate rejecting the hegemony of a native-speaker language model and embracing a more egalitarian perspective that promotes the linguistic and cultural diversity of the English-using world. The ELF methodology is one of the recent developments in ELT. An abundant literature (e.g., Spichtinger, 2001; McKenzie, 2008) recommends that learners of English are exposed to as many different varieties of English as possible. A further recommendation (e.g., Matsuda, 2012) is that the cultural content presented to pupils in the ELT classroom should be drawn from multiple sources. The present paper aims to contribute to the debate concerning the implications that the ELF methodology carries for coursebooks and teaching materials. The study explores pre-service teachers’ views on the following questions: (1) How many and which varieties of English should appear in the CD recordings that accompany coursebooks? (2) Cultures of which countries should constitute the content of teaching materials? The data obtained from 170 pre-service teachers majoring in English indicate that most of them are far more willing to embrace the cultural rather than linguistic diversity in their own teaching practice.


 

2016-08-13



Journal: Theory and Practice of Second Language Acquisition

Classroom learning environment and its influence on selected aspects of foreign language attainment. Insights from students.

Anna Michońska-Stadnik

Published: 14-12-2018 | Abstract

The twenty first-century learning environment, the classroom in particular, is believed to create conditions for a language learner to engage in autonomous and cooperative learning activities. It is also believed to develop and sustain motivation, to foster self-regulation and – last but not least – to facilitate the learning process. The learning environment is composed of the learner, other students, the teacher and the physical environment, i.e. the furniture and equipment. The research presents students’ opinions concerning the positive and negative influences of selected aspects of the classroom environment on their language learning process, motivation, ability to self-assess, self-confidence and attitudes to the target language and culture. As seen from data analysis, it is the teachers whose knowledge, behaviours and attitudes appear to have the biggest influence on students’ learning process. The opinions are collected from students’ written guided interviews and may become an inspiration for teacher educators at the university level.

2018-12-14



Journal: Theory and Practice of Second Language Acquisition

Syntactical Modifications in Teacher Talk of Native and Non-Native Speakers in EFL Classrooms

Arzu Ünel , Meryem Mirioğlu

Published: 01-12-2015 | Abstract

Classroom language in EFL classrooms comprises the core of communication between teachers and learners. Teacher talk plays a central role in understanding the nature of classroom language in this respect. According to Krashen input hypothesis, teacher talk also constitutes an important source of comprehensible input for the language acquisition of the learner (Krashen, 1981). To make the input comprehensible, teachers may make modifications in their vocabulary, syntax, rate of speech or discourse. Accordingly, the aim of this study is to discover whether native speakers of English and non-native speakers of English make any syntactical modifications in their teacher talk at elementary and pre-intermediate levels and to try to find out what kind of syntactical modifications they make if they modify their syntax during their speech. The study was carried out with eight EFL instructors (both NSs and NNSs) at Çağ University in Turkey using their audio-recordings, a questionnaire and interviews. Antconc 3.2.1 Programme and SPSS 17.0 Programme were used to analyse the quantitative data. The findings of the data were incorporated with the results of interviews forming the qualitative part of the study. The results of the data revealed that native speakers of English and non-native speakers of English made syntactical modifications in their teacher talk at elementary and pre-intermediate levels. They ranged from subordinate clauses to the types of sentences. The findings of the study also demonstrated that syntactical modifications in the teacher talk of native speakers and non-native speakers at both levels depended on the proficiency level of the learners although not all of these modifications formed a statistically meaningful difference.

2015-12-01



Journal: Theory and Practice of Second Language Acquisition

Foreign Language Students’ Perceptions of Their Identity

Liliana Piasecka

Published: 30-06-2019 | Abstract | pp. 93-112

Foreign language learning innvolves cognitive, affective and social functioning of the persons involved in this experience. As a social practice, it is also related to the learners’ perceptions of their identity, specifically to their language identity which refers to the relationship between one’s sense of self and the language used to communicate. This implies that using a system of communication, the speaker develops a new sense of self that remains in a dynamic relation with other senses of self, based on (an)other language(s) the person knows.

Language learners’ identity is no longer defined as fixed and stable but as “complex, contradictory and multifaceted” (Norton 1997, p. 419). It is dynamic because learners enter into various discourses and negotiate their position within different communities of practice. Language both shapes and is shaped by identity of its users.

This article discusses how students of English as a foreign language perceive the role of this language in their construction of selves/identity. First, postmodern conceptualisations of identity and identity categories are presented along with their relevance to the field of Second Language Acquisition. Second, selected empirical studies pertaining to adult immigrant contexts, foreign language contexts and study abroad contexts are briefly reported. Then the results of an empirical study on the students’ of English (n=83) perceptions of their identity in the context of foreign language study are introduced. The study revealed that most of the participants realise complex relations between language learning and their identity and are aware of the effects that studying English (as well as other foreign languages) has on them. English gave them new possibilities in life, allowed them to communicate with people worldwide and make friends with them. They have new and interesting prospects for the future. It affected their personality by making them more open-minded and tolerant of otherness. The knowledge of English gives the students power, prestige, and opportunities to live and work in a changing world of complex social relations.

2019-06-30



Journal: Theory and Practice of Second Language Acquisition

Self-reported Difficulties in Learning English as a Second Language for Third-age Students in Poland

Łukasz Matusz , Anna Maria Rakowska

Published: 30-06-2019 | Abstract | pp. 113-130

The problem of teaching English to third-age students is among the issues in ELT which have gained increasing attention and interest in recent years. The aim of this paper is to identify difficulties in learning English as a foreign language reported by students taking part in language courses at third-age universities in Poland. The research is based on the questionnaire distributed among the group of 70 third-age students of English. The results show that the problems the learners report are cantered around their age- and health- related conditions, as well as their general attitudes concerning foreign language learning. It is hoped that the present study will constitute a minor contribution to the study of learning needs and expectations of senior students in Poland.

2019-06-30



Journal: Theory and Practice of Second Language Acquisition

Acquisition of Structures at Syntax-Discourse Interface: Post-Verbal Subjects in L2 English

Liljana Mitkovska , Eleni Bužarovska , Natasha Stojanovska-Ilievska

Published: 18-08-2023 | Abstract | pp. 1-22

The present study explores the acceptability of postverbal subjects by intermediate and advanced L2 English learners with L1 Macedonian, a pro-drop Slavic language with rich verbal morphology. The two languages differ regarding the distribution of subject-verb inversion (SVI): in Macedonian, it is a default pattern in thetic sentences, but English severely restricts SVI to specific contexts. To test the hypothesis that Macedonian learners encounter difficulties in acquisition of English SVI because of crosslinguistic influence, a grammaticality judgement and correction task was administered to two groups of Macedonian learners of
English and a control group of English native speakers. The results revealed that L2 learners find English VS sentences and VS + it-insertion examples more acceptable than the native speakers, but the performance of the advanced group is closer to the native speakers than to the intermediate learners. Both non-native groups accept more readily inappropriate English sentences that conform to typical L1 structures.

2023-08-18



Journal: Theory and Practice of Second Language Acquisition

Disentangling English Language Motivation: A Study of Motivational Factors and the Interplay with Mindsets in Chilean Secondary Students

Claudia V. Tapia Castillo

Published: 05-03-2026 | Abstract | pp. 1-29

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.

2026-03-05



Journal: Theory and Practice of Second Language Acquisition

The Role of Social Support Systems in Adolescent Foreign Language Learning

Ewa Piechurska-Kuciel

Published: 10-12-2017 | Abstract

Ewa Piechurska-Kuciel
Institute of English
Opole University

Abstract

In adolescents the main groups of social support are their family, peers and teachers with whom they interact most frequently. They play a buffering role between stress and psychological well-being by helping to cope with adverse challenges, and by providing social integration. Consequently, it is believed that in the situation of stress caused by the necessity to learn a foreign language (FL) as a compulsory subject, social support can be viewed as an important factor that may positively influence learners’ academic achievement, exposing the role of the perceived availability of significant others’ help in achieving FL success. To date, in spite of the call for research on the general functioning of the language learner as a member of the society, the study on the role of social support in the process of foreign language learning is still scarce. The existing research has tough proved that perceived social support significantly predicts resilience in foreign language learning. The feelings of closeness and support the learners receive from the support network protect them from stressors, and they validate the feelings of self-esteem, competence, and personal control in the face of stressful situations. The three main support groups (parents, teachers and peers) help learners develop their social competence, problem-solving skills, autonomy, and sense of purpose.

Keywords: social support, parental support, teacher support, peer support

2017-12-10



Journal: Theory and Practice of Second Language Acquisition

Japanese Native-Speaker Teachers’ Use of English in JFL Classrooms: A Comparative Study Across Non-Anglophone Countries Worldwide

Olha Luchenko , Olha Doronina , Lena Králiková Hashimoto

Published: 08-05-2026 | Abstract | pp. 1-31

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.

2026-05-08



Journal: Theory and Practice of Second Language Acquisition

“I Feel Like I’m a Different Person”: Exploring Undergraduate Students’ Imagined L2 Selves

Agata Wolanin

Published: 26-06-2025 | Abstract | pp. 1-21

Identity has a prominent place in language education. It can be manifested by the imagined L2 self, understood as a realization of how L2 learners imagine, perceive and talk about their experience of being an L2 user. It might be argued that undergraduate students of foreign languages should exhibit more complex language identities, as their imagined L2 selves are shaped by their rich language repertoires. The major aim of the study was to examine undergraduate students’ imagined L1 and L2 selves, by investigating two dimensions of their complex language identity, namely: how they view these languages and how they feel using these languages. A total of 200 students (88 English major, 67 German major and 45 Swedish major students) completed a questionnaire designed to explore their specific perception of the languages they speak and the way they feel using them. The results offer an interesting insight into the complex language identity profiles of the participants and their imagined selves. Overall, the students seem to show high language awareness; they are sensitive to the differences in language systems, including the sounds and the pragmatics of a given language. The students also exhibit very positive attitudes towards their imagined L2 selves. It is, thus, suggested that language teachers provide a platform for the students to express their complex identities by incorporating language journals, or language biographies, in order to allow the students to explore their identities in more depth. It can also be argued that the teachers could capitalize on the affective dimension of the students’ L2 identity, by fostering the students’ intrinsic motivation and supporting their investment in learning.

2025-06-26



Journal: Theory and Practice of Second Language Acquisition

Book review: Anna Mystkowska-Wiertelak and Mirosaw Pawlak (2017) Willingness to Communicate in Instructed Second Language Acquisition. Combining a Macro- and Micro-Perspective

Danuta Gabryś-Barker

Published: 12-12-2017

2017-12-12



Journal: Theory and Practice of Second Language Acquisition

The influence of age and L2 on third language acquisition in a corporate environment

Dorota Lipińska

Published: 30-06-2017 | Abstract

The role of age factor in SLA has been systematically studied by numerous psycholinguists for many years (Ellis, 1994), starting from the Critical Period Hypothesis (firstly proposed by Penfield and Roberts, 1959, and then popularized by Lenneberg, 1967) and continuing until today. Older L2 learners rarely achieve the native-like fluency which younger learners frequently display, however there are also numerous cases of individuals who mastered an L2 in adulthood (Singleton and Lengyel, 1995; Flege and MacKay, 2011). Moreover, it cannot be forgotten that children lack the linguistic experience, strategies and knowledge which adults posses and which can be useful in learning a new language. Thus it is very difficult to decide which group constitutes better language learners (Arabski, 1997; Jackiewicz, 2009).

The situation becomes even more complicated in the case of L3 acquisition when not only all factors influencing SLA are active, but also numerous other processes affect TLA. The aim of this study was to analyse the influence of the age factor and learners’ L2 on TLA in a corporate environment. A group of subjects from an international company situated in the south of Poland agreed to participate in the study. They were native speakers of Polish learning L3-German in their company, but varying in terms of L2 (English and Russian), as well as in terms of age. The participants were between 28 and 62 years old. The results of regularly administered tests focusing on various language skills, obtained by the learners were compared. The subjects also completed questionnaires concerning difficulties they encountered while learning German. Both information sources delivered intriguing results contributing to the area of TLA and age-related research.

2017-06-30



Journal: Theory and Practice of Second Language Acquisition

Code-Switching Practices among Immigrant Polish L2 Users of English

Katarzyna Ożańska-Ponikwia

Published: 25-06-2016 | Abstract

The present paper aims to present a qualitative study on code-switching practices among L2 users immersed in the L2 culture. Code-switching practices were measured among 62 Polish L2 users of English who had immigrated to the UK and Ireland and reported using English on everyday basis. The informants of the study were to answer an open question concerning situations in which they switch from their L2 to L1 most frequently. The analysis of the results reviled that the participants reported code switching mostly in emotionally charged situations as well as when discussing personal topics with known interlocutors.  The results of the study are in line with some quantitative studies (Dewaele, 2010) as well as some autobiographical findings (Grosjean, 2010, Pavlenko, 2004, Wierzbicka, 2004) and shed some more light on a complex notion of bilingualism and code-switching.

2016-06-25



Journal: Theory and Practice of Second Language Acquisition

Gender-based Differences in EFL Learners' Language Learning Strategies and Productive Vocabulary

Alejandra Montero-SaizAja

Published: 09-07-2021 | Abstract | pp. 83-107

Gender is a key factor in the field of Second Language Acquisition (SLA), where its impact on language learning strategies (Aslan, 2009; Oxford & Nyikos, 1989; Sumarni & Rachmawaty, 2019) and productive vocabulary (Canga Alonso & Arribas García, 2014; Fleckenstein, 2018; Jiménez Catalán & Moreno Espinosa, 2004) has been investigated. However, to our knowledge, there is a lack of research of gender on language learning strategies in relation to productive vocabulary in English as a Foreign Language (EFL). The present study aimed to pursue three objectives. The first one was to ascertain whether males or females employed more language learning strategies. The second objective was to determine whether males or females had more productive vocabulary. Finally, the third objective was to investigate whether there was a statistically significant relationship between language learning strategies and productive vocabulary. The sample consisted of 51 EFL learners (20 males and 31 females) at the second year of Spanish non-compulsory Secondary Education (equivalent to 12th grade). The Strategy Inventory for Language Learning (SILL) questionnaire (Oxford, 1990) and the Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995, 1999) were the instruments employed in order to measure informants’ language learning strategies and productive vocabulary respectively. Afterwards, students’ answers were processed electronically and analyzed quantitatively. Results revealed that females use language learning strategies significantly more than males, but there were not statistically significant differences between them regarding productive vocabulary. Moreover, a positive correlation was found between language learning strategies and productive vocabulary.

 

2021-07-09



Journal: Theory and Practice of Second Language Acquisition

Language Teachers’ Well-Being from the Complex Dynamic Systems Theory Perspective: A Retrodictive Qualitative Modeling Approach

Şafak Uçmaz

Published: 08-06-2026 | Abstract | pp. 1-26

Language teachers experience many stressors and challenges due to the physical, emotional, and social demands of their work, negatively impacting their well-being and performance. Existing research on language teacher well-being has primarily examined the factors affecting it. However, limited research has focused on how language teachers’ well-being changes over time and across long periods. To address this gap, this study investigates the well-being of two English language teachers in Turkey across the span of their careers from a Complex Dynamic Systems Theory (CDST) perspective, using a comparative case approach based on the PERMA framework, a model of psychological well-being and happiness including five components: positive emotions, engagement, relationships, meaning, and accomplishment. The data were collected through in-depth interviews with two English language teachers using retrodictive qualitative modeling (RQM) as the methodology. The data were analysed separately for each teacher and then compared. The analysis revealed several factors affecting the well-being of both teachers across their careers. The main theme that emerged was perseverance, which characterized the experience of both participants. Other common themes included professional development, responsibilities, social interaction, and student improvement. The study identified several factors shaping language teachers’ well-being across their carreers. The paper concludes with implications for promoting language teachers’ well-being with suggestions for future research.

2026-06-08



Journal: Theory and Practice of Second Language Acquisition

Phonotactic Probabilities and Sub-syllabic Segmentation in Language Learning

Eva Maria Luef , Pia Resnik

Published: 07-04-2023 | Abstract | pp. 1-31

High phonotactic probabilities are known to exert a facilitative effect on word learning in children and adults in their first language. The present study was designed to investigate the role of phonotactic probabilities when learning a foreign language. Focusing on Austrian and Korean learners of English, we investigated two hypotheses related to phonotactic frequency effects: (1) High-frequency segments have more deeply entrenched phonetic representations, with more automatized pronunciation patterns, rendering phonetic learning of homophonous segments more difficult; (2) High-frequency segments are associated with higher phonetic variability in the first language, which can facilitate phonetic learning in a foreign language. Additionally, the locus of phoneme/ bigram frequency effects was analyzed in relation to left-branching and right-branching syllable structure in German and Korean. We found that proximity to English voice-onset time is correlated with phoneme and bigram frequencies in the first language, but results varied by learner group. Sub-syllabic segmentation of the first language was also shown to be an influential factor. Our study is grounded in research on frequency effects and combines its central premise with phonetic learning in a foreign
language. The results show a tight relationship between first language statistical probabilities and phonetic learning in a foreign language.

2023-04-07



Journal: Theory and Practice of Second Language Acquisition

The Development of Language Skills in Speakers of English as an Additional Language. What Matters More, Daily Use or Age of Onset?

Luca Cilibrasi , Daniela Marková

Published: 29-07-2022 | Abstract | pp. 1-22

While seminal work identified age of onset to L2 as a core predictor of L2 learning in naturalistic environments, recent research has shown that other variables, such as language use, are more important than an early age of onset in predicting L2 attainment in speakers who learn the second language primarily in school. In this study, we investigated whether the acquisition of vocabulary and the development of overall proficiency in English as L2 can be predicted more faithfully by daily language, intended as daily share of L2 use in comparison to L1s, or L2 age of onset. To explore this issue, we analyzed a large public dataset of 650 speakers (de Bruin et al., 2017), in which participants were native in Spanish and/or Basque and spoke English as an additional language. Participants were previously assessed on their vocabulary skills using the LexTALE task and on their overall proficiency using a semi-structured interview. Language skills were then added to a linear regression model where age of onset and daily use of English were treated as predictors. Our results show that, in this dataset, use is a better predictor of language skills (both lexical knowledge and overall proficiency) than age of onset.

2022-07-29



Journal: Theory and Practice of Second Language Acquisition

Teaching Speaking Skills in Ecuador: EFL Pre-Service Teachers’ Beliefs during the Practicum

Jardel Santos , Gloria Luque-Agulló

Published: 22-10-2025 | Abstract | pp. 1-28

Teachers’ beliefs shape their pedagogical strategies, yet many language teachers remain unaware of their educational philosophies and how these beliefs are manifested in their teaching practices. This issue becomes more significant regarding pre-service teachers’ beliefs, which affect their performance during the practicum when they start university programs with pre-established beliefs about teaching. The present qualitative study aims to investigate five Ecuadorian EFL pre-service teachers’ beliefs about teaching speaking skills. Data were collected through written and visual narratives, focus group interviews, and reflective journals. The analysis was done following grounded theory. Findings show three different core beliefs: (a) the importance of English, (b) speaking error correction, and (c) methodologies to teach speaking skills. Research into teachers’ beliefs is critical, as it may offer insights into teachers’
thought processes and classroom planning strategies. Further research is necessary to see how these beliefs affect their teaching practices.

2025-10-22



Journal: Theory and Practice of Second Language Acquisition

Chinese University Students’ Beliefs about English Language Learning and Self-efficacy

Meihua Liu

Published: 06-02-2023 | Abstract | pp. 1-25

Learners’ beliefs on language learning and perceived self-efficacy are important to the success of their second/foreign language (SL/FL) learning. To reveal the general profiles of and relationship between Chinese students’ beliefs about English learning and self-efficacy, the present study examined beliefs about English learning and self-efficacy held by Chinese university EFL (English as a FL) learners at differing English proficiency levels. A total of 1,698 students from a top university in Beijing answered a battery of questionnaires. The results revealed a general overview of the students’ beliefs about the nature of language learning and the roles of teachers, feedback and learning strategies, and self-efficacy. Another major finding was that participants at different English proficiency levels differed significantly from one another in beliefs about language learning and self-efficacy.

2023-02-06



Journal: Theory and Practice of Second Language Acquisition

Ali H. Al-Hoorie and Peter D. MacIntyre (Eds.) (2020), Contemporary Language Motivation Theory. 60 Years since Gardner and Lambert (1959) (Bristol: Multilingual Matters)—by Anna Mystkowska-Wiertelak

Anna Mystkowska-Wiertelak

Published: 29-01-2021 | pp. 149-153

2021-01-29



Journal: Theory and Practice of Second Language Acquisition

Intra-individual Variability in the Emergence of Lexical Complexity in Speaking English at Secondary School

A Case Study of a Good, Average, and Poor Language Learner

Katarzyna Joanna Rokoszewska

Published: 08-06-2020 | Abstract | pp. 107-142

Complex Dynamic Systems Theory (CDST) focuses on second language development (SLD) as opposed to second language acquisition (SLA). Emphasising internal complexity of the language system as well as dynamic and non-linear nature of language development, it represents a new approach to the role of variability which is rooted in developmental psychology. This approach agrees with research findings from the 1980s which identified different types and causes of variability, but it treats variability as the main factor responsible for language development and not as a peripheral phenomenon. Intra-individual variability, defined as differences in the level of a developmental variable within individuals and between repeated measurements, is said to have a positive influence on language development at various levels of proficiency. The present paper describes the third part of the case study whose aim is to analyse intra-individual variability in the emergence of lexical complexity in speaking English as a foreign language at secondary school in the case of a good, average and poor language learner. The first part of the case study examined this phenomenon with respect to general measures of complexity, accuracy and fluency, whereas the second part–with respect to specific measures of syntactic complexity. The results of the third part of the case study show some significant differences between the learners in terms of lexical variation as opposed to density, sophistication and frequency but hardly any such differences in intra-individual variability, pointing at the same time to a weak positive relationship between this type of variability and the rate of development.

2020-06-08



Journal: Theory and Practice of Second Language Acquisition

Exploring the Relationship between AI Tool Language Learning Awareness and Motivation to Learn English: Focusing on the Mediating Role of Adaptability

Hyang-Il Kim

Published: 15-10-2025 | Abstract | pp. 1-25

As AI technology becomes more available and accessible to students, there has been a surge of research investigating its impact on how students learn a target language. However, a comprehensive understanding of how these technologies influence the motivational aspects of language learning remains limited. Addressing this gap, this study explores the broader relationship between individual engagement with various AI-based tools and their motivational impact on English learning, moving beyond the focus on specific AI tools. To achieve the research objectives, engagement with AI-based programs was examined in relation to awareness, experience, and interest in the future use of AI-based programs. Then, the relationships between these AI-related elements and motivational variables (such as self-efficacy and ideal L2 self) in language learning were investigated. Finally, the influence of adaptability was explored in these specific relationships. For this study, convenience sampling was employed to collect data from 180 Korean students who were enrolled in an English course at a university in South Korea. Hierarchical regression and mediation analyses revealed that students’ awareness and experience significantly influenced their interest in the future use of AI-based applications. Among the three AI-related elements, awareness and interest in future use were related to language learning motivation, specifically, self-efficacy and ideal L2 self. Notably, adaptability was identified as a mediating factor in the relationship between awareness of AI and the motivational variables. These findings contribute to our understanding of effective language learning in conjunction with AI-based tools.

2025-10-15



Journal: Theory and Practice of Second Language Acquisition

Intervention and Transfer Effects in Reading Interventions for Second Language Students: A Systematic Scoping Review

Helén Egerhag , John Rack

Published: 16-06-2026 | Abstract | pp. 1-24

This review presents findings from reading intervention studies of L2 students, with a particular focus on: students learning a second language other than English, students learning English who have first languages other than Spanish, and intervention studies which address the issue of transfer of gains made in one language to outcomes in another. Twenty-two studies conducted between 2008 and 2023 with learners of school age were identified using the PICOS and PRISMA Flow Diagram procedures. A clear implication from this review is that intervention studies concerning learning to read in a second language remain a relatively under-researched area which is dominated by studies on learning to read in English. The studies identified in this review suggest that, regardless of the learners’ L1, additional small-group or in-class programs targeting phonological awareness, letter-sound correspondence, and word decoding can produce accelerated and sustained gains in L2 reading, in comparison to “treatment as usual.” Relatively little evidence is available about interventions for older students learning to read in different first languages or about interventions to improve comprehension. Mixed evidence was found concerning the transfer of training effects from one language to another, with typically higher effects for phonological awareness, and letter-sound knowledge compared to comprehension. The finding that reading skills, especially phonological awareness, and letter-sound knowledge, can transfer from one language to another has important implications for policy and practice. We discuss the challenges of attempting to synthesize studies in this area and identify practical implications.

2026-06-16



Journal: Theory and Practice of Second Language Acquisition

Acquisition of L2 English Negative Quantifiers without Equivalent Lexical Items in an L1

Masaaki Kamiya , Zhaosen Guo

Published: 27-08-2024 | Abstract | pp. 1-39

This article investigates how second language learners interpret a scope bearing item in the target language. According to Sprouse (2006), L2 learners’ task is to relabel their native language’s lexical items in line with the features of the target language. An interesting lexical item is the English negative quantifier, for which there is no equivalent in Japanese. It was discovered that the default interpretation of the English negative quantifier by
Japanese-speaking learners of English was a narrow scope reading (i.e., Quantifier Raising (QR) does not occur). We follow Beghelli and Stowell’s (1997) elaborated functional structures for quantifier feature checking at Spec-Head agreement. Because Japanese is considered to be a “no agreement” language (Kuroda, 1992; Fukui & Sakai, 2003), QR is failed since the English negative quantifier cannot satisfy “agreement” for the feature-checking. Hence, even if the equivalent lexical item does not exist in Japanese, a grammatical constraint such
as “no agreement” is transferred to the initial state of the second language (Full Transfer in Schwartz and Sprouse, 1996).

2024-08-27



Journal: Theory and Practice of Second Language Acquisition

The Relationship between Students’ Motivation for Studying Business English and Their Knowledge of Business English and Its Terminology

Teresa Maria Włosowicz

Published: 21-08-2023 | Abstract | pp. 1-26

The study investigates the relationship between English Philology students’ motivation for studying Business English and their actual knowledge of business terminology, some underlying economic concepts and basic rules of business correspondence. It is hypothesized that students who have higher motivation also possess more extensive knowledge of Business English, yet motivation alone is not enough but must be accompanied by a real effort put in studying the language. The study consisted of a test focusing on business terminology, the correction of errors in a business letter, and a test of selected economic concepts, followed by a questionnaire. As the results show, both the students’ motivation and knowledge of Business English are varied. In particular, their knowledge varies between years of studies and areas of terminology or skills. In fact, some of the terms proved difficult even for relatively advanced students. Thus, even though motivation does play a role, its role does not seem to be decisive, as Business English is a complex field whose mastery requires extensive study and a lot of sustained effort. However, their awareness of their language needs is quite high, so they are likely to remain motivated and to attain a high level of competence in Business English.

2023-08-21



Journal: Theory and Practice of Second Language Acquisition

Integrating Form and Content within Classroom Discussion of Literature: A Discernible Advantage in Language Learning

Çağrı Tuğrul Mart

Published: 29-01-2021 | Abstract | pp. 51-74

As both form-focused (FFI) and content-based (CBI) instructions have advantages and disadvantages in language teaching, the integration of FFI and CBI into literature-based classrooms provides an ideal context to attend to form and meaning and some of the strongest rationales for language acquisition as the disadvantages of one approach will be compensated by the advantages of the other. When FFI and CBI are integrated in conjunction with literature-based approach, learners easily perceive language patterns in the meaningful context, foster content learning and initiate production of the meaningful discourse. Simply put, the advancement of grammatical accuracy and content unveils improvements in language proficiency. The present study aimed to create a favorable condition for language learning through employing FFI and CBI incorporated in a literature-based program. Quasi-experimental approach was adopted and the participants were 60 students majoring in English Language Teaching at a university. It was found that this integrative pedagogy can be used as a springboard for language proficiency development because learners are at advantage to maximize their grammar and vocabulary knowledge.

2021-01-29



Journal: Theory and Practice of Second Language Acquisition

Social constraints of aspirations for second language achievement

Joanna Rokita-Jaśkow

Published: 07-03-2018 | Abstract

Educational aspirations are dfined a ;educational goals students set for themselves' ( Trebbels, 2015:37). They are widely studied in psychological and sociological research, in which it was found that 1) they form in late adolescence and early childood, 2) their goal and level (i.e. high vs. low) are determined by the social environmnet they come from, i.e. their family background, peer and school influence.

The paper presents the results of the qualitative study, in which 56 students of English philology in one of the vocational schools in the south of Poland expressed their aspirations in reference to their future foreign language attainment and associated vocational goals. The results showed that in the majority of cases the aspirations are not so high and fully-formed, which, it is hypothesised is rooted in the social background the students come from.

2018-03-07



Journal: Theory and Practice of Second Language Acquisition

The Learning Styles of Technical Students and Their Role in Learning English as a Foreign Language

Petra Langerová

Published: 03-06-2025 | Abstract | pp. 1-22

The paper presents the results of mixed-methods research into the English language learning styles of a sample group of students from the Faculty of Electrical Engineering and Communication (FEEC) of the Brno University of Technology (BUT). In the quantitative phase of the research, students were questioned using an adapted Ehrman and Leaver Questionnaire (2003) with a bipolar scale of ten learning styles to identify commonly shared dimensions of learning styles of English among the sample group. The questionnaire also determined how flexible or rigid students were in their preferences and identified students with strong preferences for particular dimensions. The research then moved to a qualitative phase in which selected students who had stated a preference for commonly shared learning styles in the questionnaire were asked to participate in a semi-structured interview in which they discussed how their learning styles are reflected in their experiences of learning English and evaluated the success of their chosen approaches. Students were also asked about their willingness to change their learning styles if they had failed to make progress. The interviews offered valuable insight into students’ learning preferences, with most students showing rigidity in their learning styles.

2025-06-03



Journal: Theory and Practice of Second Language Acquisition

Facilitating Learning of Generation Z Learners towards Effective Remote English Language Learning

Rose Ann O. Torres , Ruth A. Ortega-Dela Cruz

Published: 25-09-2024 | Abstract | pp. 1-18

As remote English language learning has become widespread in the context of the global pandemic, it is essential to understand effective pedagogical practices specifically with the Generation Z population (born between 1997 and 2012) from economically less developed communities. Using a survey research design, the study identified the preferred remote teaching-learning modality and techniques among 75 Generation Z learners. An online survey was administered to randomly selected Junior High School students in the Philippines. The results revealed that synchronous learning was believed to be more helpful in enhancing the students’ English language learning, with techniques that encouraged them to speak and practice their
grammar. Interactive group activities were mostly preferred by the learners to enhance their viewing, reading, listening, and writing skills. The study concludes with a discussion about teaching-learning techniques for teachers to successfully carry out a meaningful, enjoyable, and engaging learning experience toward effective remote English language learning.

2024-09-25



Journal: Theory and Practice of Second Language Acquisition

Recreating Home Literacy in the Classroom: Emergent L2 Reading in Young Greek Learners of English

Despina Giouvanou , Marianthi Karatsiori

Published: 30-06-2026 | Abstract | pp. 1-30

Children begin school having already acquired a wide range of skills related to oral language, phonological awareness, print conventions, and letter knowledge. These emergent skills are closely associated with children’s home literacy-related experiences and are strong precursors of L1 reading development. This experimental research examined whether this participation in literacy events can support second language acquisition to prepare young learners of English for L2 literacy and reading development. It involved two groups of nine seven-year-old learners each: a control group and an experimental group. The experimental group was exposed to carefully selected English print storybooks, chosen for their potential to foster literacy skills, in a home-like environment without formal L2 instruction. The study’s methodology compared the development of emergent skills and L2 reading ability across both groups. Despite varied reading outcomes, all participants in the experimental group developed significant emergent subskills, foundational to reading and beneficial for L2 development and cognitive growth. These results underline the importance of integrating rich English print materials into early L2 learning environments, offering practical insights for educators to enhance young learners’ literacy and reading skills.

2026-06-30



Journal: Theory and Practice of Second Language Acquisition

Translanguaging as Mobilisation of the Linguistic Resources by Learners of Spanish as a Third or Additional Language

Teresa Maria Wlosowicz

Published: 08-06-2020 | Abstract | pp. 65-106

The present study investigates the comprehension and production of Spanish as a third or additional language (De Angelis’ (2007) term), paying special attention to the use of code-switching and translanguaging. Following Lewis, Jones and Baker (2012, p. 655), it is assumed that translanguaging involves the mobilisation of all of learners’ linguistic resources “to maximise understanding and achievement,” so the learners’ use of languages other than Spanish (especially English, but also e.g. French, Italian, etc.) in the tasks could be assumed to be an example of translanguaging too. Simultaneously, the use of words from languages other than Spanish for lack of a Spanish word could be argued to be more precisely classified as code-switching. Multilingual repertoires are highly complex and, according to Otheguy, García and Reid (2018), multilingual competence is unitary rather than divided into several distinct languages, so, in their view, words are selected from a single lexicon. However, as shown by Williams and Hammarberg (1998), the different languages in multilingual repertoires perform various functions, which gives rise to different types of switches. The study was carried out with English Philology and Romance Philology students studying Spanish as a third or additional language. As the results show, even though the Romance Philology students were generally better at translanguaging, viewed as the use of all their linguistic resources, they avoided switches into other Romance languages, probably to minimise interference. By contrast, the English Philology students, who had lower proficiency in Spanish, were less capable of using their multilingual resources, including English, to provide the missing words, possibly also due to problems with the comprehension of the Spanish sentences.

2020-06-08



Journal: Theory and Practice of Second Language Acquisition

Learning Style Preferences, Strategy Use and Chinese Undergraduate EFL Students’ English Achievements

Meihua Liu

Published: 23-06-2025 | Abstract | pp. 1-23

Research shows that both learning style preference and strategy use are important factors affecting second/foreign language (SL/FL) learning, and that both may vary, as learners are different. Yet, studies on learning style preferences and their interaction with strategy in relation to SL/FL learning outcomes are limited. The present study thus examined Chinese undergraduate EFL (English as a FL) students’ preferences for learning styles, use of learning strategies and their predictive effects on their English achievements. Analyses of 439 questionnaires revealed the following major findings: (1) the whole sample, regardless of gender, displayed no major preference for any learning style and generally preferred the kinesthetic style the most, followed by tactile, auditory, visual, group and individual styles respectively; (2) the whole sample, regardless of gender, demonstrated a medium to high level of use of the six types of learning strategies, and used metacognitive strategies the most frequently, followed by cognitive, social, compensation, memory and affective strategies, respectively; (3) cognitive strategy use significantly positively predicted all samples’ English achievements, additionally, memory strategy use and the tactile style significantly predicted female students’ English achievements, and (4) no significant difference was observed between genders in learning styles or strategy use except for group learning. These findings further pinpoint the importance of learning styles and strategy use in second/foreign language learning, which thus deserve continuous research.

2025-06-23



Journal: Theory and Practice of Second Language Acquisition

The Dynamics of Needs in a Course in English Phonetics for In-Service Primary School Teachers of English

Oleksandr Kapranov

Published: 18-01-2021 | Abstract | pp. 107-132

This article presents a study that seeks to explore the dynamics of needs experienced by a group of in-service primary school teachers of English as a Foreign Language (EFL) who are enrolled in a course in English phonetics at a regional university in Norway. The course in English phonetics is designed for the group of EFL teachers (further – participants) who combine working full-time with taking in-service EFL courses. The aim of the study is to explore how the dynamics of the participants’ needs change within the time frame of two semesters. The study is based upon theoretical premises of needs analysis (further – NA) formulated by Hyland (2006), who regards EFL learners’ needs as a continuous process that changes over time. The results of NA indicate that whereas initially the participants explicitly express the need for obtaining tertiary-level education in English to be able to teach English at primary school, their needs change towards the end of the course to involve the focus on becoming role models in an EFL classroom, paying attention to speech fluency, intonation, and conducting English-only EFL classes. These findings will be further discussed in the article.

2021-01-18



Journal: Theory and Practice of Second Language Acquisition

The Impact of Foreign Language Anxiety on the Utterance Fluency of International Students in the UK: Does the Presence of an Audience Matter?

Does the presence of an audience matter? (ICFSLA 2023)

Jasrael D. Stokes

Published: 25-04-2025 | Abstract | pp. 1-30

Foreign language anxiety (FLA) can have a detrimental impact on language production, which can have dire consequences for students completing a degree in a language other than their mother tongue. Studies have shown speakers to cope with FLA by using time-gaining mechanisms, manifesting in utterance disfluencies. Research exploring the mechanisms in which FLA impacts oral fluency measures is limited particularly among learners completing a degree abroad immersed in the target language, where FLA can impact life both inside and outside of the classroom. The current study investigated the impact of FLA on the English utterance fluency of international students undertaking a degree in the UK and examined how the presence of native-speaker listeners affected this relationship. After the completion of questionnaires regarding FLA, the participants took part in an online Zoom call and completed a monologue-style speaking task. They were randomly allocated to either a control condition or an experimental condition, which had four native-speaker listeners in the audience. Speech samples for the speaking task were then analyzed for utterance fluency variables. The results showed that the participants scoring higher on FLA produced a significantly higher percentage of utterance disfluencies while speaking. Contrary to expectations, the participants allocated to the control condition were no less anxious than participants in the experimental condition, indicating possibly high FLA merely due to the requirement of speaking. The findings of this study provide important implications for educators in understanding how FLA may impact students’ utterance fluency when required to speak in class.

2025-04-25



Journal: Theory and Practice of Second Language Acquisition

Fostering Positive Language Education Practices: Exploring the Synergy of Institutional Practices and Learner Characteristics

Robert Oliwa

Published: 25-11-2025 | Abstract | pp. 1-44

The following quantitative study investigates the impact of institutional practices at the State University of Applied Sciences in Przemyśl on the language education of Generation Z students. By examining their educational preferences and characteristics, the research explores how these practices foster positive language learning experiences. A questionnaire was used to assess key aspects, including student motivation, learning environments and alignment of study programs with personal and career goals. Findings indicate that supportive institutional practices, personalised teaching methods and an appreciation for diversity enhance the effectiveness of English language classes. The study also highlights significant differences in satisfaction levels between undergraduate and graduate students. The research offers insights into the interplay between institutional practices and student needs. The study underscores the necessity for a dynamic and responsive educational environment that aligns with contemporary student expectations. Future research should aim to validate these findings across diverse student populations and further investigate the factors influencing language education outcomes.

2025-11-25



Journal: Theory and Practice of Second Language Acquisition

Corpus-Assisted Analysis of Discourses on EFL Teaching Approaches

Marianna Lőrincz

Published: 04-11-2025 | Abstract | pp. 1-27

This study explicates the lexico-semantic features of the discourses constructed by EFL student teachers regarding language teaching approaches and methods. Utilizing corpus linguistics methods, the research explores a specialized corpus comprised of reflective essays produced by forty-one EFL student teachers in the context of Ukrainian teacher education. Techniques such as keyword analysis, n-grams, collocations, and KWIK (key word in context) were sequentially applied to complement the data. The keyword profile of the corpus enabled the extraction of the main semantic fields, including approaches and methods, education and instructional processes, agents, linguistic aspects, language skills, and techniques. The n-grams analysis further detailed that the participants were familiar with a repertoire of approaches and methods. Evidence garnered from collocations and concordance analyses substantiated that the respondents self-identified with current language teaching approaches and believed in the utility of principled eclecticism. Nevertheless, a minor segment of respondents gave precedence to traditional language teaching. Despite a lexically rich representation of the semantic field of EFL approaches and methods, the related semantic field of techniques was underrepresented in the corpus, indicating challenges associated with the procedures underlying specific approaches in the instructional process. This highlights the need for guided training in the application of contemporary language teaching principles.

2025-11-04



Journal: Theory and Practice of Second Language Acquisition

When “grass was greener”*: Longplay Album Covers and Learning English. A Retrospection

Liliana Piasecka

Published: 31-05-2022 | Abstract | pp. 1-18

This paper brings together several important threads accounting for learning English as a foreign language, that is, language learning experience, material culture as an element of this experience as well as a component of the learning environment, motivation and music. Material culture has recently attracted the attention of researchers interested in foreign/second language learning and multilingualism because it provides a rich context for many multilingual practices. Longplay album covers are an excellent example of artefacts that combine the verbal with the material. Music and songs, pop songs in particular, are an important motivating factor in learning languages.
The aim of this paper is to share with the reader the author and her generation’s encounters with pop music of the 1960s, focusing on language learning experience based on the material aspects of these encounters, that is, longplay record covers. The paper, then, is the author’s personal reflection based on her own experience as well as on the multiple discussions she has had with friends and colleagues whose teenage years spanned the 1960s. Also connections between music and language learning are discussed along with suggestions of activities capitalizing on learners’ interest in music in the teaching process.

2022-05-31



Journal: Theory and Practice of Second Language Acquisition

Anna Borowska (2017). Avialinguistics. The Study of Language for Aviation Purposes. Frankfurt am Main: Peter Lang - by Adam Wojtaszek

Adam Stanisław Wojtaszek

Published: 14-12-2018

2018-12-14



Journal: Theory and Practice of Second Language Acquisition

Investigating Critical Thinking in ELT Textbooks: A Systematic Literature Review of Textbook Evaluation Studies

Thiri Soe

Published: 29-03-2024 | Abstract | pp. 1-29

The pivotal role of critical thinking and its integration in English language education are synthesised through systematic literature reviews and meta-analysis studies in the areas of pedagogical interventions, teaching methods, and assessment methods. However, there is little evidence of systematic literature review on the integration of critical thinking into English language teaching materials such as textbooks. In this study, 41 empirical textbook evaluation studies published between 2010 and 2021 were reviewed from critical thinking perspective. The purpose of this study is to provide an overview of English textbook evaluations on critical thinking integration, to identify critical thinking frameworks applied, and to look for possible research gaps among the studies. An extensive literature search was conducted by applying Xiao and Watson’s (2017) eight-step systematic literature review method. From a collection of 41 empirical studies, this review focuses on such four aspects as applied critical thinking frameworks, findings, recommendations, and the language levels and content areas of the textbooks studied. The results revealed that (1) Bloom’s Taxonomy and Bloom’s Revised Taxonomy were most frequently applied critical thinking frameworks, (2) integration of higher-order thinking skills in textbooks was less common than lower-order thinking skills, (3) textbook assessment occurred primarily at the middle and high school levels more than at other levels, and (4) methodological considerations regarding the reliability and validity of the coding process in textbook content analysis received little attention. This study contributes a synthesised literature background of English textbook evaluation with recommendations for
methodological improvements in future studies.

2024-03-29



Journal: Theory and Practice of Second Language Acquisition

Language Teacher Wellbeing in the Private School Context: A Case Study

Katarzyna Budzińska

Published: 20-07-2023 | Abstract | pp. 1-30

Language teacher wellbeing in the private education sector has almost been completely neglected in research. This study examines a well-functioning institution in the private sector and analyzes the systemic and contextual factors that contribute to the flourishing of its teachers. The case study explores the wellbeing of English language instructors by means of open questionnaires, in-depth semi-structured interviews, and participant observation. The findings reveal a number of facets contributing to positive teacher wellbeing at the systemic, institutional level, such as corporate culture, policies, organization, management, opportunities for professional growth, and social life, as well as adequate resources, and good physical working conditions. Most good practice emerging from the research is universal and can be implemented by language institutions in all contexts. However, some variables that affect language teacher wellbeing at this workplace are specific to the nature of the institution and, therefore, could not be put into practice elsewhere.

2023-07-20



Journal: Theory and Practice of Second Language Acquisition

Uncovering Procrastination in Language Teaching: Self-Efficacy, Anxiety, and Situational Influences

Dino Dumančić

Published: 15-10-2025 | Abstract | pp. 1-34

The study employed a mixed-methods approach to investigate the relationship between English language teachers’ teaching efficacy, emotional experiences, and situation and task-related procrastination. It aimed to explore both self-reported teaching self-efficacy beliefs and the factors influencing language teachers’ procrastination behaviors and emotions during task delay. A total of 305 Croatian EFL teachers participated in this study. Descriptive, correlation, and directed content analyses were carried out. According to the findings, the Croatian language teachers viewed themselves as highly effective in the classroom and they also reported engaging in procrastination infrequently. When inquired about language proficiency-related anxiety, they admitted having experienced it sporadically. Those confident in utilizing instructional strategies and implementing classroom management strategies procrastinated less and reported lower anxiety levels. Qualitative analysis revealed that demotivating or fatiguing tasks, especially administrative and testing-related ones, instigated procrastination, among others. When procrastinating, the teachers reported primarily unpleasant emotions, such as anxiety, nervousness, frustration, and guilt.

2025-10-15



Journal: Theory and Practice of Second Language Acquisition

Approaches to Teaching Agreement and Disagreement in Selected Coursebook Series

Silvie Válková , Jana Kořínková

Published: 05-04-2023 | Abstract | pp. 1-20

The article focuses on the explicit teaching of language used to express agreement and disagreement in the popular English language coursebooks English File and Navigate. It reviews the current research on teaching various aspects of polite language and politeness-sensitive speech acts and analyses and compares the explicitly taught phrases of agreement and disagreement in the two selected coursebook series, as well as the methods of their presentation and the amount of background theoretical information provided to students and teachers to facilitate their proper usage. Differences were identified not in the inventories and language representation of the explicitly taught phrases, but mainly in the background support available for students and teachers on their usage.

2023-04-05



Journal: Theory and Practice of Second Language Acquisition

Are Portuguese Higher Education Students Motivated to Study English as a Second/Foreign Language?

Luciana Cabral P. Bessa , Elisabete Mendes Silva , Galvão Meirinhos , Rui Silva

Published: 11-10-2024 | Abstract | pp. 1-18

Being motivated is fundamental for any individual to achieve personal and professional success. In the context of learning in Higher Education, Motivation is crucial for achieving this success. Understanding the motivational state of students is essential for higher education managers and teachers. Understanding students’ Amotivation, intrinsic and extrinsic motivation can provide vital information to initiate changes in teaching and learning. In this sense, measuring Amotivation, Intrinsic Motivation, and Extrinsic Motivation allows for understanding the general state of students’ Motivation. This study aims to analyze the Motivation of 145 Portuguese Higher Education Students (70 Male and 75 Female) aged between 17 and 47 years old who studied the second/foreign language (English) in Portugal during the Academic Year of 2020/2021. We used the Academic Motivation Scale to measure Motivation to study English. The results show that students are not demotivated. The Motivation that prevails in the results is Intrinsic Motivation, and Extrinsic Motivation was insignificant. This study’s results contribute to the literature on Motivation to study Second Language, especially concerning the need to understand why students are only intrinsically motivated. Are the lessons, the teaching methodologies, the techniques and the contents not able to motivate them?

2024-10-11



Journal: Theory and Practice of Second Language Acquisition

DEVELOPING LEARNING ENVIRONMENTS FOR BLENDED AND ONLINE LEARNING

Beata Webb , Alicia Vallero

Published: 14-12-2018 | Abstract

Developing online and blended learning programs at a university requires the selection of an appropriate framework which addresses the criteria of effective pedagogy. This paper aims to determine a framework for developing and evaluating online and blended learning environments within university educational contexts. The paper is based on the experience of developing blended and online teacher training programs in Teaching English to Speakers of Other Languages at Bond University, Gold Coast, Australia. First, the paper outlines the methodology of the project. Then, it explores various concepts and theoretical models of learning environments. The next part of the paper examines students’ perspective of the elements of the learning environment as defined by the framework of choice. The paper concludes with a comparative overview of the theoretical framework and its application within the Bond University context.   

2018-12-14



Journal: Theory and Practice of Second Language Acquisition

Rachelle S. Savitz, Leslie D. Roberts, & Jason DeHart (Eds.), Teaching Challenged and Challenging Topics in Diverse and Inclusive Literature: Addressing the Taboo in the English Classroom Routledge, 2023, 218 pp.

Kornél Farkas

Published: 18-04-2025 | Abstract | pp. 1-5

Review

2025-04-18



Journal: Theory and Practice of Second Language Acquisition

Reflections on complexity: TESOL researchers reflect on their experiences

Achilleas I. Kostoulas , Sarah Mercer

Published: 14-12-2018 | Abstract

Complex Dynamic Systems Theory (CDST), or complexity, is increasingly being used as a theoretical framework in Applied Linguistics. In this article, we present the reflections of researchers in Teaching English to Speakers of Other Languages (TESOL) about how they have made use of complexity in their work. The aim of this article is to take stock of how it is being used in the field, the challenges and benefits it provides, as well as inspiration for future work from this theoretical perspective. In the first part of the article, we present a concise overview of CDST, focusing specifically on three salient features: its holistic lens, its non-linear perspective on causality, and its focus on emergence and self-organisation. We also take stock of how complexity perspectives have been used to inform research in a variety of applied linguistics topics. We then move on to present narratives provided by nine academics who have employed CDST in their work, which we synthesise with a view to showing how the theory has gradually developed in TESOL. Early encounters of the field with CDST were usually serendipitous, but the theory has so far proved to be useful, both on account of its descriptive power and because of its phenomenological validity. A common theme in the narratives of these experiences of complexity researchers is that complexity is associated with a steep learning curve, compounded by terminological opacity, and conceptual challenges. However, their responses also indicate optimism regarding the potential of the theory to inform research in TESOL and applied linguistics more generally.

2018-12-14



Journal: Theory and Practice of Second Language Acquisition

Rethink your old teaching methods: designing a pronunciation course for young teenagers

Dorota Lipińska

Published: 07-03-2018 | Abstract

ABSTRACT

 

Numerous studies (e.g. Lipińska, 2014; Majer, 2002; Nowacka, 2003; Sobkowiak, 2002; Szpyra-Kozłowska, et al., 2002; Szpyra-Kozłowska, 2008; Waniek-Klimczak, 2002; Wrembel, 2002) have shown that although teaching L2 pronunciation is included in university curricula, it is at the same time virtually absent at lower stages of education. Moreover, it has been noticed that teaching phonetics to younger learners is advisable and may be really effective (e.g. Lipińska, in press a; Nixon and Tomlinson, 2005). Undoubtedly, one can say that there are a lot of books and courses designed for adults written by and for Polish learners of English (e.g. Porzuczek et al., 2013; Sawala et al., 2011) or dedicated to international users (e.g. Baker, 2006; Hancock, 2008; Hewings, 2010). But the materials and methods used while working with adult learners and university students are no longer applicable if one wants to teach phonetics in a different environment and create an attractive and efficient course for children or young teenagers, since, as e.g. Komorowska (2011) notices, each foreign language course has to be characterised by realistic goals and appropriate methods and components.

The aim of this paper is to present various methods and materials which can be successfully applied while teaching English pronunciation to 11-13-year-olds. They have been used in three groups consisting of such L2 learners, and their usefulness and effectiveness have been proven by studies on both speech production and perception (e.g. Lipińska, in press b).

2018-03-07



Journal: Theory and Practice of Second Language Acquisition

Probabilistic Analysis of English Dative Constructions in Academic Writings of English EFL Learners

Fatih Ünal Bozdağ

Published: 29-03-2024 | Abstract | pp. 1-24

Grammatical patterns in learner writings are among the most investigated topics in second/foreign language acquisition, gaining particular momentum thanks to corpus studies. English dative constructions are among those for which comprehensive literature is also available, consisting of different perspectives to explain the linguistic phenomenon on various theoretical grounds. However, except for rare instances, the foci of interest have constantly been on comparing learner data to native speaker data, particularly in terms of frequency of use in the second/foreign language learning environment. Different from other studies, the current study investigated English dative alternation in learner data with a probabilistic point of view, scrutinizing 27 learner corpora of learners with different L1s. Results showed that differences in learners’ native languages had little added value to variations among learners. Moreover, a tendency similar to priming the verb ‘give’ in dative constructions was observed for the other variables in the construction.

2024-03-29



Journal: Theory and Practice of Second Language Acquisition

A Corpus-based Analysis of High School English Textbooks and English University Entrance Exams in Turkey

Tan Arda Gedik , Yağmur Su Kolsal

Published: 28-01-2022 | Abstract | pp. 157-176

This study aims to explore the missing link between English textbooks used in high schools (9th-12th grades) and English university entrance exams (2010-2019) in Turkey on lexical and syntactic complexity levels by using corpus linguistics tools: AntWordProfiler, TAALED, and the L2 Syntactic Complexity Analyzer (L2SCA). Official textbooks and complementary materials obtained from the Ministry of National Education have been compared against the official university entrance exams from the past decade. The results show that: (i) differences in lexical sophistication level can be observed between the two corpora, the lexical sophistication level of the exam corpus was higher than that of the textbook corpus, (ii) there is a statistically significant difference between the two corpora in terms of lexical diversity, the exam corpus has a significantly higher level of lexical diversity than the textbook corpus, (iii) statistically significant differences also existed between the two corpora regarding the syntactic complexity indices. The syntactic complexity level of the exam corpus was higher than that of the textbook corpus. The findings suggest that Turkish high school students who have to learn English with the official textbooks throughout their high school years will have to tackle low-frequency and more sophisticated words at a higher level of  syntactic complexity at the time of taking the nationwide exam. This, in return, creates a negative backwash effect, distorts their approach to L2, and raises other concerns about the misalignment between the official language education materials and nationwide exams.

2022-01-28



Journal: Theory and Practice of Second Language Acquisition

The Lexicon of Emotions in the Corpus of L2 Learners: Exploring the Effect of Lexical Anisomorphism, Word Frequency, and L2 Proficiency

Khalid Elasri

Published: 28-10-2025 | Abstract | pp. 1-21

This study explores the use of English emotion vocabulary by learners of English with L11 Moroccan Arabic (MA). Just as with color terms, languages carve up the emotional spectrum differently. Cross-linguistic comparison of emotion lexicons may, therefore, reveal varying degrees of lexical equivalence. In addition to this lexical anisomorphism, the study investigates the effects of word frequency and L2 proficiency on the use of English emotion vocabulary. To examine these factors, intermediate and advanced learners of English, as well as a group of native English speakers, watched two concise films and described the actors’ emotions during specific scenes. The data was analyzed listing the most frequently used emotion terms for each group. Chi-square tests were then performed to compare the significance of the lexical choices made by native speakers to those provided by each learner group. The results indicate that advanced learners managed to describe the suggested scenes using nearly the same emotion words as native speakers. However, some culture-specific emotion terms posed problems for them. L2 proficiency demonstrated a strong effect, as intermediate learners often deviated from native usage. The implications drawn from these results suggest that culturally specific emotion terms, which lead to lexical inequivalence, should be considered alongside factors, namely word type and word frequency, that can challenge learners in acquiring L2 vocabulary. The study also highlights the importance of context-rich instruction of L2 emotion vocabulary and opens avenues for further research that would contribute to the understanding of the intersection between second language acquisition, culture, and emotions.

2025-10-28



Journal: Theory and Practice of Second Language Acquisition

The Role of Digital Storytelling in Jordanian School EFL Classrooms: A Qualitative Exploration of Teachers’ Perceptions

Mohammad Hamad Al-khresheh

Published: 05-05-2025 | Abstract | pp. 1-29

The topic of digital storytelling in the field of EFL instruction has attracted increasing attention. However, its significance, effectiveness, and incorporation within educational settings in Jordan have not been thoroughly studied. In order to address this research gap, the present paper explores the teaching effectiveness, challenges, and practical applications of digital storytelling in Jordanian EFL classrooms, specifically through a qualitative analysis of teacher perspectives, incorporating semi-structured interviews with 26 EFL teachers recruited by purposive sampling. The thematic analysis revealed that EFL teachers in Jordan predominantly view digital storytelling as a valuable enhancement to English language teaching, notably for its ability to engage students and facilitate language learning. This positive perspective, however, is tempered by concerns over resource availability and curriculum integration challenges. The study also observed that digital storytelling positively impacts student engagement and language skills, with teachers reporting notable improvements in student involvement and language competencies. However, this impact varied among students, influenced by individual learning styles and access to technological resources. Lastly, regarding integrating digital storytelling into the curriculum, teachers identified several benefits, including the versatility of digital storytelling in achieving educational objectives and its effectiveness in facilitating interactive learning. Yet, they also faced challenges, particularly regarding inadequate technological infrastructure and difficulties aligning digital storytelling with rigid curricular structures. These findings provide crucial insights into the application of digital storytelling in EFL education in Jordan, reflecting its potential to transform teaching practices amidst practical implementation challenges. The paper concludes with limitations and future research suggestions, intending to encourage deeper scholarly and practical involvement with this novel teaching style.

2025-05-05



Journal: Theory and Practice of Second Language Acquisition

Motivation to Learn L2 Pragmatic Features

Daniel Márquez

Published: 29-06-2026 | Abstract | pp. 1-28

Motivation has been extensively researched in second/foreign language (L2) learning, yet its impact on pragmatics acquisition remains underexplored. This nine-week mixed-methods study aimed to address this gap by examining how motivation to learn L2 pragmatic features fluctuates over time whilst identifying factors that may influence these changes. Thirty-seven Czech secondary school learners of English participated, completing a trait motivation questionnaire before and after instruction. Additional data were collected through follow-up interviews and motometers during lessons on suggestion-making. The findings confirmed the dynamics and multidimensionality of motivation, shaped by individual factors, classroom activities, teaching methods, and the relevance of pragmatic content. Motivation varied significantly within and between lessons, driven by both internal and external stimuli. As learners developed a deeper understanding of pragmatics, their motivation increased, enhancing their ability to use English appropriately. The study concludes with recommendations for L2 teaching practices and future research on motivation in pragmatics learning.

2026-06-29



Journal: Theory and Practice of Second Language Acquisition

How is the National Image Represented? A Multimodal Cognitive Perspective of EFL Textbooks in China

Chenming Lin , Sabariah Md Rashid

Published: 15-10-2025 | Abstract | pp. 1-23

Currently, very few studies have discussed representations of a national image in textbooks of English as a foreign language (EFL) from the multimodal critical cognitive perspective. To address this issue, this study, based on conceptual blending theory, critical discourse analysis, and multimodality, aims to qualitatively examine the co-instantiation of texts, images, and tasks that represent the national image in two Chinese EFL textbook series, People’s Education Press (PEP) and Foreign Language Teaching and Research Press (FLTRP). The study explores the text-image-task semiotic relationship in constructing social-cultural meanings in textbooks. Content analysis of the selected textbooks suggests that the indexical relationship between the text, image, and task matters in the representation of the national image. The findings reveal how the text-image-task co-instantiation helps EFL learners develop cultural awareness of national image cognitively. The study makes comparisons between PEP and FLTRP and suggests that teachers’ pedagogical strategies, textbook design, and learners’ learning approach be improved in the development of cultural awareness.

2025-10-15



Journal: Theory and Practice of Second Language Acquisition

Hadrian Lankiewicz, Teacher Language Awareness: A Collaborative Inquiry Based on Languaging. Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego, 2015, ISBN 978-7865-624-1, 368 pages

Danuta Gabryś-Barker

Published: 30-06-2019 | pp. 133-136

2019-06-30



Journal: Theory and Practice of Second Language Acquisition

The Impact of Individual Interest and Proficiency on Self-Efficacy Beliefs in Foreign Language Listening

Hyang-Il Kim

Published: 28-01-2022 | Abstract | pp. 53-70

Interest and self-efficacy beliefs are important components of motivational constructs that share some common characteristics and influence learning. Studies examining how these two relate to each other, however, appear to be few, especially in the area of language learning. To fill this gap, this study aims to investigate how interest in learning English and proficiency influence self-efficacy in listening, using a pre/post-design. This study focused on exploring the role of interest on the development of self-efficacy in 107 EFL Korean university students, with a low-intermediate English proficiency. Despite the participants' proficiency, they were found to possess and maintain relatively high interest over the English course they were enrolled in. Regression analyses revealed that, unlike at the beginning of the course, individual interest was found to be a significant factor in the development of advanced skill self-efficacy around the end of the semester, even predicting it more than proficiency did. 　   　   　  　  　

2022-01-28



Journal: Theory and Practice of Second Language Acquisition

Assessing English Writing Skills of Students from Bilingual and Non-bilingual Schools in Castilla-La Mancha, Spain. A Comparative Study

María Begoña Ruiz Cordero

Published: 17-12-2019 | Abstract | pp. 95-113

The teaching of foreign languages and the use of CLIL (Content and Language Integrated Learning) methodology is hugely popular in Spain nowadays. Many families are interested in this type of academic training because they are convinced the academic results are positive, but the question is whether it is in fact the case that foreign language level increases. The aim of this study was to analyse the different level of English writing skills of 4th grade students from both compulsory bilingual and non-bilingual secondary schools in Castilla-La Mancha (Spain). From the results of the study, we were able to examine whether bilingual programs help students improve their English writing skills as well as to compare the results obtained by bilingual schools in Castilla-La Mancha with those developed in other Spanish, or even European, regions.

2019-12-17



Journal: Theory and Practice of Second Language Acquisition

“Three months on, I still sound like an Anglophone”: Tales of Success and Failure told by English and French Tandem Partners

Sylwia Scheuer , Céline Horgues

Published: 18-08-2023 | Abstract | pp. 1-28

This paper reports on two ways in which success and failure can be operationalized and quantified in a non-institutional L2 learning context such as language tandem setting. We draw on the SITAF database, where we gathered 25 hours of video-recorded conversations held by 21 pairs, each consisting of a native speaker of English and a native speaker of French. The tandems performed collaborative tasks in both languages, thus giving each participant ample opportunity to be both the ‘expert’ and the ‘novice’ (learner) part of the dialogue. The tandem partners met regularly and autonomously outside of the recording sessions, and making progress in their L2 was one of their declared goals. Two possible measures of success in achieving this goal are: (1) the quality and quantity of learner uptake which followed the expert’s corrective feedback (CF) during the recorded conversations. Significant differences between the two L1 groups were observed: while 52% of the CF given by the native French speakers met with total uptake, over 52% of the English CF generated no uptake at all; (2) the participants’ own narratives of progress, as both the experts and the learners, obtained through questionnaires they filled out at the end of the program. Our study aims to contribute to the discussion on the stakes of successful L2 informal learning (with a focus on the acquisition of L2 pronunciation) by adopting a perspective which combines learners’ spoken output data and learners’ perceptions of their own language learning activity.

2023-08-18



Journal: Theory and Practice of Second Language Acquisition

The Relationship among Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy—A Pilot Study

Anna Borkowska

Published: 29-07-2022 | Abstract | pp. 1-25

The article aims to scrutinize third agers’ in-class willingness to communicate (WTC) in English as well as to determine the relationship among WTC, intrinsic motivation, classroom environment, and teacher immediacy. The instrument adapted to this study was a questionnaire comprising biodata items, the in-class WTC tool (Peng & Woodrow, 2010), intrinsic motivation (Noels, Clément, & Pelletier, 2001), classroom environment (Fraser, Fisher, & McRobbie, 1996), and the teacher immediacy scale (Zhang & Oetzel, 2006). The data revealed that senior learners’ WTC was higher in meaning-focused than in form-focused activities. This finding indicates that the participants paid due attention to communicative interactions in English. Also, they were more eager to be actively involved in dyadic exercises as it might have given them a sense of security and confidence. It is
noteworthy that intrinsic motivation turned out to be the strongest predictor of in-class WTC. The analysis showed that communication in English abroad and in-class was of paramount relevance for the informants. The older adults also underscored the fundamental role of the language instructor. In this respect, the students attached great importance to a non-threatening atmosphere, and the teacher’s personality traits, namely patience, professionalism, and empathy.

2022-07-29



Journal: Theory and Practice of Second Language Acquisition

Effects of Adjunct Model of Instruction on EAP Learners’ Reading Comprehension Skill

Mahzad Karimi , Elahe Ghorbanchian

Published: 29-07-2022 | Abstract | pp. 1-19

With the quick transition to online teaching during the COVID-19 pandemic, it is vital to take the recent development in language teaching methodology into consideration, especially the pedagogical utility of new models of English for Academic purposes (EAP). Accordingly, the main objective of the present study was to investigate the efficacy of the adjunct model in improving the overall reading comprehension skills of Iranian architecture students in online EAP courses. To this end, from the population of students studying architecture at the Isfahan University of Art, three intact classes, each with 35 sophomore students were selected. While the first class was taught by a language teacher (the Language-driven Group) and the second class received instruction from a content teacher (the Content-driven Group), the third class was taught by applying the adjunct model involving both content and language teachers. At the end of the semester, a reading comprehension test was administrated to all students. The analysis of the data through running a one-way ANOVA and post hoc analysis revealed that the students in the adjunct class outperformed their peers in the other two classes on the reading comprehension test.

2022-07-29



Journal: Theory and Practice of Second Language Acquisition

Islamic Ideologies, National Identity or Intercultural Competence: A Critical Content Analysis of Iranian EFL Textbooks

Aysheh Mohammadzadeh , Hamed Zarabi

Published: 21-11-2025 | Abstract | pp. 1-27

This study critically analysed the content of the Iranian EFL (English as a Foreign Language) textbook series, Prospect, to examine the representation of Islamic and Iranian ideologies and the potential implications for the development of intercultural competence among Iranian learners. Using a combination of quantitative content analysis and qualitative thematic analysis, the study investigated the frequency and categories of Islamic and Iranian ideological content in the textual and visual components of the textbooks. The findings indicated a strong emphasis on the inclusion of Islamic values, traditions, and cultural elements throughout the Prospect series, accounting for 54% of the overall textual content compared to 46% for Iranian elements. The visual representation exhibited the same imbalanced distribution, with Islamic imagery continuing to dominate the visual representations. The qualitative analysis further revealed that the textbook content reflects a concerted effort to incorporate Islamic ideologies, including religious beliefs, practices, and moral teachings, across various categories such as content, language, visuals, cultural references, and values. While the textbooks did include some Iranian cultural elements, the overall approach suggests an aim to align the materials with the ideological priorities of the Iranian government and educational system. These results raise concerns about the Prospect series’ ability to foster true intercultural competence among learners, as the limited inclusion of international or target culture elements may hinder their preparation for effective cross-cultural communication. The study calls for a more balanced and inclusive approach to cultural representation in Iranian EFL textbooks, one that integrates both local and global perspectives to better meet the needs of language learners in a globalized world.

2025-11-21



Journal: Theory and Practice of Second Language Acquisition

Hopeless Cases or Just Hard Nuts to Crack? Stories of “Difficult” Foreign Language Learners

Katarzyna Nosidlak

Published: 20-07-2023 | Abstract | pp. 1-24

In accordance with the assumptions of the sociologically grounded labelling theory, an individual’s self-perception and, consequently, their actions, might be influenced by words used to describe them. Also, in the context of education, including the field of foreign language learning, such a process of defining learners in a simplified way, has been proven to have profound consequences of psychological nature. The main purpose of the article is to outline the results of a study in which 37 teachers of English shared the stories of their most
“difficult” students. The qualitative analysis of the gathered descriptions allowed the identification of some common features characteristic of, so-called, hopeless cases, among which motivation-related problems are the most often enumerated ones. Additionally, many teachers wrote about their struggles while teaching students with special educational needs. The views expressed by the participants of the study might help understand the way in which opinions about students are formulated as well as point to the need for significant changes to be made in the area of foreign language teacher education and training.

2023-07-20



Journal: Theory and Practice of Second Language Acquisition

Pronunciation learning environment: EFL students’ cognitions of in-class and out-of-class factors affecting pronunciation acquisition

Magdalena Szyszka

Published: 07-03-2018 | Abstract

The way a foreign language (L2) learner perceives his or her educational environment may affect their processes of L2 acquisition. The aim of the study presented in this paper is to explore English as a foreign language (EFL) students’ cognitions of their teachers’ pronunciation, in-class and outside-class factors regarding pronunciation acquisition, such as pronunciation activities, recordings, focus on form, peer pronunciation, listening to music, to mention a few. A group of 89 participants responded to a survey, via which the data necessary to respond to the following three research questions was collected. How do EFL learners perceive their teachers’ pronunciation? What is the relationship between EFL learners’ perceived level of their L2 teachers’ pronunciation and perceived L2 teachers’ classroom language use? What factors, in the view of L2 learners, contribute to their pronunciation acquisition? The results indicate that there are significant differences in the perception of teachers’ pronunciation at different educational levels. Also, in L2 pronunciation learning the EFL students report the following factors as moderately important: L2 teachers’ pronunciation, in-class L2 use, pronunciation error correction, and in-class and out-of-class exposure to multimedia that provide access to a broad range of L2 pronunciation varieties. 

2018-03-07



Journal: Theory and Practice of Second Language Acquisition

The Sounds of Conflict: Lexical Representation of Anger in Listening Activities from Modern ELT Coursebooks

Łukasz Matusz

Published: 15-10-2024 | Abstract | pp. 1-18

Modern coursebooks serve a fundamental function in contemporary ELT practice. This paper discusses the problem of representation of anger in listening activities from selected ELT coursebooks issued by leading publishing companies. Thirteen coursebooks form three internationally-recognized ELT series for adult learners of English were analysed for the conflictive dialogues presented in their audio materials, as well as for the ways in which the anger of the Speaker(s) was expressed. The result of the analysis shows that interpersonal exchanges portrayed in the database coursebooks were largely oriented towards the expression of polite interpersonal beliefs, the culture of positivity and attitude of agreement and cooperation. In situations where conflict was presented in the recordings, anger was expressed primarily through prosodic features of speech, followed by the presence of exclamations and certain non-verbal vocalisations. No instances of swearing and expletive interjections, a common way of expressing negative emotions in everyday informal communication, were found in the database. The analysis confirms some of the observations and criticisms concerning the global ELT coursebooks. While understanding publishers’ caution and decidedly refraining from advocating unrestricted use of taboo language in recorded ELT materials, this paper points to the importance of realistic representation of conflictive and argumentative interpersonal communication, not just for the aim of presenting different contexts of English use, but also for the practical applications outside the realm of foreign language learning.

2024-10-15



Journal: Theory and Practice of Second Language Acquisition

An Investigation of Complexity, Accuracy, and Fluency in the Speech of EFL Learners

Zdeňka Neumanová

Published: 23-06-2025 | Abstract | pp. 1-22

This study investigates the relationship between several quantitative measures of L2 speech complexity, accuracy, and fluency (CAF) by comparing the oral productions of English L2 learners at different proficiency levels. Forty English as a Foreign Language (EFL) learners of varied proficiency levels performed a simple oral task. The performance of the L2 learners was analyzed regarding linguistic complexity, accuracy, and fluency to investigate the interplay of the CAF dimensions and how language proficiency levels (A2, B1, and B2) relate to these dimensions in the speech of EFL learners. This study confirms the prevailing view that the three CAF dimensions are interconnected and that the CAF triad is a useful and valid way to investigate and describe L2 performance development. The results indicate that all three dimensions of CAF significantly predict L2 learnersʼ oral proficiency, that is, from the developmental perspective, L2 learnersʼ output is produced with higher complexity, accuracy, and fluency as they progress to a higher proficiency level. Moreover, the current paper discusses ways to measure CAF. Specific measures of complexity (index of developmental levels), accuracy (syntactic error rate), and fluency (articulation rate, and dysfluency rate) were identified as effective discriminators between proficiency levels.

2025-06-23



Journal: Theory and Practice of Second Language Acquisition

Listening Strategies and L2 Listening Comprehension: Does the Test Method Matter?

Babak Mahdavy , Masoomeh Mousavi Namavar

Published: 07-04-2023 | Abstract | pp. 1-22

Many studies have so far tried to examine the relationship between listening strategies and listening comprehension. However, it seems that none of them have focused on the effect of the test method on the findings. The present study has investigated the issue by having 55 English language learners respond to pictorial and non-pictorial listening test items with different response formats. The listening section of the Preliminary English Test (PET) and a 36-item listening strategies questionnaire were administered in the first session and after a week’s interval, the participants took a modified version of PET listening. The data were
collected in a language laboratory. Several correlation and regression tests were run to investigate the relationships between listening comprehension as measured by the original and modified PET listening tests and metacognitive, cognitive and socio-affective listening strategies. The results showed that L2 learners’ use of metacognitive listening strategies is the strongest predictor of listening performance. In addition, the findings indicated that the relationship between the use of listening strategies and listening performance is mediated
by the kind of test method which is used for measuring L2 listening. Directions for future research and implications for practice are presented.

2023-04-07



Journal: Theory and Practice of Second Language Acquisition

Academics’ Motivation to Learn Foreign Languages: The Case of English

Katarzyna Morena

Published: 18-04-2025 | Abstract | pp. 1-21

Teaching and research are central aspects of university scholars’ work. To provide a high quality of teaching and research, scholars are required to continually learn and develop professionally. Only recently have some empirical studies that focused on academics’ motivations and emotions attempted to explain key outcomes related to their research, teaching, and professional development. This study adopted a self-determination lens to explore academics’ motivation to learn foreign languages, an area that has hardly been scrutinized due to an assumption that academics are highly motivated. The sample consisted of 593 academics (330 women) from nine public and one non-public higher education institutions in Krakow, Poland. The participants also self-rated their level of proficiency in English, French, German, Spanish, and Russian. The results from the Polish version of the Language Learning Orientations Scale—intrinsic motivation, extrinsic motivation, amotivation (LLOS-IEA) (Noels et al., 2000) showed that these university academics were characterized by both intrinsic motivation and the most internalized form of extrinsic motivation (identified regulation). These have been considered to be optimal forms of motivation with positive outcomes. Statistically significant differences were found between scholars’ motivation to learn languages and age, gender, and job seniority. The analysis performed for English indicated that scholars rated themselves as having a proficient level (C1) in reading and an independent level (B2) in writing skills.

2025-04-18



Journal: Theory and Practice of Second Language Acquisition

Factors Causing Overpassivisation of Unaccusative Verbs by Japanese Learners of English

Hiromu Okamura , Tomohiko Shirahata

Published: 13-03-2024 | Abstract | pp. 1-26

It has been reported that second language (L2) learners of English including Japanese learners of English (JLEs) overpassivise unaccusative verbs although it is a kind of intransitive verbs. In order to account for the phenomenon, several assumptions have been proposed. However, so far, it is unclear which assumption is the most effective for explaining the overpassivisation of unaccusatives. Thus, this study tries to examine which of the three factors, animacy of subjects, existence of conceptualizable agents, or telicity of verbs, the most strongly affects overpassivisation of unaccusative verbs by JLEs. In this study, we conducted two experiments to examine this question. Study 1 was conducted with 100 university JLEs to compare the effect of animacy of subjects with that of the existence of conceptualizable agents. As a result, it was found that the animacy of subjects more strongly affected the overpassivisation of unaccusatives than the existence of conceptualizable agents. We conducted Study 2 with 101 university JLEs to examine which of the two factors, the existence of conceptualizable agents or the degree of telicity, is more influential. The results showed that the former was influential, but the latter was less so on the overpassivisation of unaccusatives. From the results of the two experiments, we concluded that the animacy of subject is the strongest influential factor among the three. On the other hand, the telicity of verbs hardly influences any errors.

2024-03-13



Journal: Theory and Practice of Second Language Acquisition

Balanced vs. Skewed Input in L2 Argument Construction Learning: A Replication and Extension of Casenhiser and Goldberg (2005)

Agnieszka Kaleta

Published: 19-05-2026 | Abstract | pp. 1-19

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.

2026-05-19



Journal: Theory and Practice of Second Language Acquisition

Using Character Strengths to Address English Writing Anxiety

Tammy Gregersen , Peter D. MacIntyre , Rachel Buck

Published: 09-07-2021 | Abstract | pp. 11-35

Positive psychology has been introduced to the applied linguistics literature with the broad goal of improving the experience of language learners and teachers through a variety of interventions (MacIntyre & Mercer, 2014; Gabryś-Barker & Gałajda, 2016). “The aim of positive psychology is to catalyze a change in psychology from preoccupation only with repairing the worst things in life to also building the best qualities in life” (Seligman &
Csikszentmihalyi, 2000, p. 5). One significant contribution of this young field has been a series of empirically-tested positive psychology interventions (PPIs) that have been shown to increase positive emotion, reduce distress, and/or improve well-being (Seligman, Steen, Park, & Peterson, 2005; Sin & Lyubormirsky, 2009). In the present research, we examine one application of a PPI involving a focus on using character strengths as a way to address language anxiety. Through a case study analysis, we demonstrate the ways that this intervention was beneficial for the student.

            

2021-07-09



Journal: Theory and Practice of Second Language Acquisition

Context-related Beliefs about L2 Language Learning and Teaching of the Millennial Pre-service EFL Teachers as a Prognosis for Future Classroom Actions

Magdalena Szyszka

Published: 02-02-2023 | Abstract | pp. 1-20

The qualitative study presented in this paper aimed to collect beliefs about learning and teaching English as a foreign language (EFL) from individual representatives of the generation frequently referred to as the millennials. The participants were 47 pre-service EFL trainee teachers from four socio-cultural contexts: Finnish, Israeli, Polish, and Spanish. Their voices have been considered because beliefs are dynamically related to actions and soon the millennial EFL teachers may implement them in the course of their teaching. The contextual approach, followed in this research, provided opportunities for discussing similarities and differences in the beliefs of Finnish, Israeli, Polish, and Spanish pre-service teachers. The identified similarities lead to outlining a tentative picture of a universal, future, post-pandemic EFL classroom.

2023-02-02



Journal: Theory and Practice of Second Language Acquisition

The Minds Behind SLA: Insights from Leading Scholars—Stuart Webb

Eihab Abu-Rabiah , Stuart Webb

Published: 19-05-2026 | Abstract | pp. 1-5

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.

2026-05-19



Journal: Theory and Practice of Second Language Acquisition

Complementarity of Reading from Paper and Screen in the Development of Critical Thinking Skills for 21st-century Literacy.

Agnieszka Marta Ślęzak-Świat

Published: 17-12-2019 | Abstract | pp. 75-93

The skill of reading undergoes dramatic changes due to the change of reading interface readers are exposed to. Readers who want to be active participants of knowledge society need to perceive it as more than just a receptive skill.

The study aims to assess the condition of homo legens, diagnose what kind of reading interface preferences characterize 21st-century readers, how they respond to texts considering reading both digitally and in print, accepting or viewing critically the underlying ideology of the text.

The analysis of the collected data attempts to determine if the reported preferences are conducive to the development of critical thinking skills for 21^st-century literacy, which include understanding complex ideas, evaluating evidence, weighing alternative perspectives and constructing justifiable arguments.

2019-12-17



Journal: Theory and Practice of Second Language Acquisition

EFL Teachers’ Perceptions of a Long Shift to Online Learning in a Saudi University during the Coronavirus Pandemic

Ahmed Al Shlowiy , Khaled Layali

Published: 05-04-2023 | Abstract | pp. 1-18

Discovering the new variants of coronavirus by the end of 2020 pushed many countries to continue suspending universities and schools. A complete change to online learning seemed the only available option to continue education given the detection of new coronavirus variants. Such a long time of using online learning can display how teachers experience this hard time of the pandemic. The researchers performed this study to explore EFL teachers’ perceptions of online learning in a Saudi university during this period. They aimed to have a closer look at EFL teachers’ perceptions of the sudden shift into online learning. They focused on the teachers’ benefits, drawbacks, and suggestions. They used a questionnaire and interviews to collect qualitative data to answer research questions. Results showed five benefits and two drawbacks of using online learning to teach English in that Saudi university. The benefits are being a good and useful option for teaching during the coronavirus pandemic, motivation of teachers, ease of access and use, interacting between teachers and students, and being less teacher-centered. The drawbacks are disruption by poor Internet and technical issues and cheating by students on assessments. The participants provided some suggestions to improve the benefits and overcome the drawbacks.

2023-04-05



Journal: Theory and Practice of Second Language Acquisition

The Nexus between Social Factors, Basic Psychological Needs and Task-value of Tertiary EFL Learners: A Bangladeshi Perspective

Marzia Shurovi

Published: 25-10-2024 | Abstract | pp. 1-23

This paper aims to explore the impacts of social factors and basic psychological needs of tertiary EFL learners on their task-value to learn English. Though ample studies have investigated EFL learners’ socio-economic status and basic psychological needs, there is a dearth of studies of their effects on their task value in English as a Foreign Language learning. Hence, this study has employed a quantitative research design with a questionnaire to collect data from 110 EFL tertiary learners of Dhaka, Bangladesh. A correlation using SPSS and path and mediation analyses using IBM SPSS AMOS were conducted to analyze the data. The results revealed a positive and significant correlation of learners’ task value with their social factor—school location and two basic psychological needs (BPN): factors-competence and relatedness. Fathers’ education among social factors and autonomy among BPN factors had the largest effects on task value. School location significantly influenced learners’ autonomy and competence. Both autonomy and competence in turn significantly and positively affected learners’ task value. Autonomy and competence also mediated in the relationship between learners’ school location and task value in the EFL context. In addition to adding new insights to the existing EFL achievement motivation literature, the paper also discusses the pedagogical implications of the findings.

2024-10-25



Journal: Theory and Practice of Second Language Acquisition

Click or Chalk: Comparing EFL Reading Outcomes in Saudi Education

Sahal R. Alshammari , Sarah Saud Alharbi

Published: 26-06-2026 | Abstract | pp. 1-20

The swift transition to online learning platforms has sparked debates on the comparative efficacy of virtual environments in contrast to traditional face-to-face classroom settings, particularly in areas where in-person education has been the customary practice. This study examines the influence of these two modes of learning on the reading comprehension of English as a Foreign Language (EFL) students at Northern Border University in Saudi Arabia. The research comprised a group of 35 female undergraduate English majors, aged 18–24, who successfully finished the “Reading Course 2,” either using an online platform or in a conventional classroom environment. The research utilized a post-test for reading comprehension and conducted in-depth interviews to evaluate student perspectives. The findings revealed that there were no notable disparities in academic performance between the two groups. Nevertheless, the majority of students expressed a strong preference for in-person instruction, emphasizing the importance of direct teacher involvement and active participation with their peers. They stated that these factors significantly improved their learning experience and motivation. The findings suggest that although online learning can achieve similar academic achievements as traditional approaches, enhancing virtual engagement and interpersonal relationships is essential for attaining greater student happiness and emulating the comprehensive advantages of in-person education.

2026-06-26



Journal: Theory and Practice of Second Language Acquisition

Investigating the Roles of the Four Sources of Self-Efficacy Beliefs in an EFL Listening Context

Hyang-Il Kim

Published: 01-06-2022 | Abstract | pp. 1-25

Research in the academic context has revealed the positive roles of self-efficacy in teaching and learning, showing that a thorough understanding of self-efficacy is essential. In this study, the relationships between the four principal sources and the formation of self-efficacy belief proposed by Bandura (1997) are examined in order to further this understanding. Based on this, several empirical studies have attempted to explore these relationships in various fields, but the relevant research appears to have produced insufficient empirical data in the field of language learning to support the theory. Therefore, this study aims to investigate how these sources affect basic self-efficacy (BSSE) and advanced skill self-efficacy (ASSE) classified according to the difficulty of listening tasks in English. As many as 107 Korean university students participated in the study and mediation analysis was employed to examine the relationships. The results show that all four sources act as mediators of BSSE, and all but physiological and emotional states serve as mediators of ASSE. The findings support Bandura’s hypothesis and the pedagogical implications are discussed.

2022-06-01



Journal: Theory and Practice of Second Language Acquisition

Resolution of English Pronouns by Vietnamese EFL Learners

Nghi Vo Gia Le, Ms , Quyen Thi Nguyen

Published: 18-06-2026 | Abstract | pp. 1-21

Successful discourse comprehension involves accurate interpretation of anaphoric expressions such as pronouns (e.g., he, him) and reflexives (e.g., himself, herself), which is thought to be structurally constrained under the Binding theory. Previous research has shown that L2 learners whose L1 anaphors are resolved under structural constraints different from those of the L2 encounter greater difficulty interpreting L2 anaphoric expressions. This study explores Vietnamese EFL learners’ knowledge of the Binding Principles (Chomsky, 1981) and their applications in anaphora resolution. Forty-five intermediate and advanced Vietnamese EFL learners completed a forced-choice anaphora test consisting of 24 items. Results reveal that the advanced learners are more accurate in selecting suitable antecedents for both pronouns and reflexives. However, the intermediate learners face challenges, particularly in interpreting pronouns, performing significantly worse than the advanced learners. The findings prompt discussions regarding the implications of the Binding Principles and the potential influence of pragmatic knowledge, suggesting the need for further investigations incorporating pragmatic aspects.

2026-06-18



Journal: Theory and Practice of Second Language Acquisition

EFL Teacher Preparedness to Include Learners with Dyslexia: Israeli Context (ICFSLA 2023)

Joanna Nijakowska , Susie Russak

Published: 30-09-2024 | Abstract | pp. 1-30

The aim of this study was to investigate Israeli English as a foreign language (EFL) teachers’ perceived preparedness to include learners with dyslexia in mainstream classrooms (TEPID) and to verify whether there were cross-country differences in this respect. The study examined the effect of demographic variables on Israeli EFL teachers’ TEPID and identified their professional development needs around inclusive teaching. Principal components analysis of the TEPID scale led to a two-factor structure, that is, knowledge about dyslexia and self-efficacy in implementing inclusive instructional practices with dyslexic EFL learners
(F1), and stance towards inclusion (F2). Statistically significant effects were found for training, highest level of education, years and type of teaching experience with dyslexic learners, and type of certification in relation to F1, yet, only type of teaching experience with dyslexic EFL learners (direct contact and personal involvement in teaching) impacted teacher stance towards inclusion (F2). Additionally, Israeli teachers differed significantly from Polish and Cypriot teachers on both factors of the TEPID, but not from Greek teachers. Moreover, both
Greek and Israeli teachers evaluated their knowledge and skills (F1) as well as stance towards inclusion (F2) higher than Polish and Cypriot teachers. Teachers stressed the need for practical information and training about how to teach students with dyslexia. Implications regarding content of teacher training are discussed.

2024-09-30



Journal: Theory and Practice of Second Language Acquisition

Contributions toward Understanding the Acquisition of Eight Aspects of Vocabulary Knowledge

K. James Hartshorn , Aylin Surer

Published: 21-07-2023 | Abstract | pp. 1-31

With the intent of adding to the literature leading toward a more complete theory of second language vocabulary acquisition, this study elicited accuracy data from 110 ESL learners ranging from novice high to advanced low on 64 words randomly selected in the 2K–3K range of Corpus of Contemporary American English (COCA) (32 verbs, 24 nouns, 8 adjectives) covering eight aspects of word knowledge. These included spelling based on hearing the spoken form, selecting collocations based on the written form, pronunciation based on the written form, selecting inflections based on the written context, selecting the definition based on hearing the spoken form, selecting the written definition based on the written form, selecting appropriate derivations based on the written form, and selecting the written form based on the written definition. ANOVA results show accuracy levels varied across word knowledge aspects and that implicational scaling was possible with some but not all aspects of word knowledge examined simultaneously. In aggregation with other current and future studies, this has important implication for developing L2 vocabulary acquisition theory.

2023-07-21



Journal: Theory and Practice of Second Language Acquisition

Enhancing L2 Perceptive Skills of Very Young Learners: The Results of Introducing a Mediation Program to a Bilingual Curriculum in Brazil

Thaiza Barros , Sandra Madureira

Published: 25-11-2025 | Abstract | pp. 1-27

Phonetic input is considered one of the main factors determining the perception and production of sounds in second language (L2) sound acquisition. The learner’s accurate perception and intelligible oral production are claimed to depend on the quality and quantity of the received input. This study presents a mediation program that enriches phonetic input in an early bilingual education context by working with L2 acoustic cues through games. The program was applied to twelve 3- to 4-year-old children in a Brazilian school to observe its effects on the participants’ perception of L2 sounds throughout a school year. Perception values were collected with a pre-test at the beginning of the year and a post-test after the program at the end of the year. The collected data showed the participants’ difficulty in perceiving the distinction between voiced and unvoiced English plosives and the /ɛ-æ, i-ɪ, u-ʊ/ vowel contrasts. The results also indicated that the program positively impacted children’s L2 perception. Moreover, the participants’ engagement with the mediation program demonstrated how L2 sound perception through acoustic cues can be developed in bilingual schools from a very young age.

2025-11-25



Journal: Theory and Practice of Second Language Acquisition

Wojciech Malec, Developing Web-based Language Tests. Lublin: Wydawnictwo KUL, 2018 - review by Danuta Gabryś-Barker

Book Review

Danuta Gabryś-Barker

Published: 17-12-2019 | Abstract | pp. 117-121

Not applicable

2019-12-17



Journal: Theory and Practice of Second Language Acquisition

Reading, Discussing, and Sharing: Creation of a Vibrant Transnational Online Learning Community through the International Book Club

Emerson Case , Agnieszka Kaczmarek , Sebastian Zatylny

Published: 13-03-2024 | Abstract | pp. 1-25

The present paper reports on the findings from the first four years of an ongoing, longitudinal study which examines the experiences and perceptions of Polish college participants in the International Book Club, an extension of a campus common read program at an American university. More specifically, the paper examines participants’ experiences with the book, both inside and outside the classroom, and examines their opinions about the issues discussed in each year’s book selection, their attitudes toward that issue and whether or not their attitude toward the issue was changed through this experience, their attitudes toward public discussions and whether or not their attitude toward public discussions was changed through this experience, and whether or not reading the book and participating in the club helped to improve their English-speaking abilities. Quantitative data, in the form of a nine-statement survey, and qualitative data, in the form of a nine-question open-ended questionnaire, were collected and analyzed. While a great deal of the literature on common read programs has explored the experiences of participants within the North American context, there is a dearth
of research outside of that context, including the Polish context. The present study attempts to ameliorate this situation. The main findings from the study show that, overall, participants enjoyed the experience of reading the book and that participation in the program has been beneficial for them, including getting them to read more, to engage in discussions more, to think more deeply about more diverse topics and issues, and perhaps most importantly, to im­prove their English language abilities.

2024-03-13



Journal: Theory and Practice of Second Language Acquisition

Diagnostic Abilities of Novice Teachers

Ewa Tołoczko

Published: 20-07-2023 | Abstract | pp. 1-26

This paper discusses diagnostic abilities of novice teachers of English as a foreign language in Poland as demonstrated through analyzing critical incidents (CIs). A case study, designed to explore patterns and regularities in cognitive processes that practitioners activate to examine disorienting situations in their educational context, provided evidence of effective mental work of beginner teachers at the verbal and conceptual levels. Specifically-structured written reports on what the instructors considered critical moments in their teaching practice served as a tool to verbalize how they represent, interpret, and value phenomena in the FL classroom by activating and integrating various sources of professional knowledge. The data analysis, which included both identification of the character of mental representations the subjects stimulated during the recall as well as higher order thinking operations on these representations, led to the conclusion that the inexperienced teachers show a degree of efficacy to register relations and variation in classroom realities, to problematize the unproblematic, to take position on matters, and to formulate relevant feedback for their future didactic moves. This encourages a hypothesis that teachers’ diagnostic abilities are not necessarily determined by the current state of their professional expertise and that limited classroom experience does
not suppress adequate cognitive and affective responses to problems in beginner practitioners.

2023-07-20



Journal: Theory and Practice of Second Language Acquisition

The Cultural Component of Selected LSP Textbooks in the Area of Business and Their Potential for Developing Intercultural Competence

Teresa Maria Wlosowicz

Published: 25-10-2024 | Abstract | pp. 1-37

The article aims to investigate the cultural component of selected LSP textbooks in Business English, German, French and Spanish from the point of view of their potential for developing intercultural competence, which is indispensable in business communication (Stegu, 2017). The study analyses the cultural content of twenty textbooks as well as activities aimed at developing and practising intercultural skills. As the results show, they include different cultural information and focus on developing different skills. Moreover, they mostly present such information implicitly rather than explicitly, for example, model business letters show how business correspondence is written in the target language culture, without making explicit statements on politeness in that culture. It is thus the teacher’s role to select the textbooks, draw the learners’ attention to the cultural elements, and to supplement the books with other materials.

2024-10-25