Research shows that bilingual learners move naturally between their languages to learn; however, this practice is not welcomed in many second/foreign language classrooms given the belief that first language (L1) use negatively affects second language (L2) development, despite much empirical evidence to the contrary. Moreover, translanguaging…

This study explored Chinese heritage language learners' prior Mandarin experiences and their current Mandarin-learning experiences to reveal factors that influence their motivation and intention to continue or discontinue their Mandarin coursework. Using a Grounded Theory approach, we conducted demographic surveys and semi-structured interviews…

The present study compared individual and collaborative vocabulary learning through two types of reading-based pedagogical tasks in an online elementary Arabic classroom. Fifty-two beginner learners of Arabic completed a pretest, a story-based task (either multiple-choice or gap-fill) with embedded novel vocabulary, and two posttests over a 2-week…

While many elementary-level children in the United States still do not have access to a second/additional language (L2), an increasing number are educated via Foreign Language Exposure (FLEX) tracks. Our two-semester study examines elementary-level L2 learners' engagement, emerging L2 Spanish vocabulary use, and awareness of the arbitrary nature…

This ethnographic study of a beginning-level German course at an Australian university examined the student experience of learning second language (L2) grammar in a flipped classroom. Students accessed explicit grammar instruction and completed grammar exercises prior to attending face-to-face classes; during class, the structures were briefly…

The current study investigated disfluency and self-repair in L2 presentational and interpersonal speech to determine whether speech modes may affect L2 self-repair. Knowledge of self-initiated repair behavior in L2 speech is particularly relevant for understanding psycholinguistic processes of L2 speech production. Different speech modes, such as…

This study investigates heritage language (HL) and second language (L2) learners' attitudes and perceptions of their mixed HL-L2 interactions. As part of the activities of a 10-week course, eight Spanish HL learners and 10 L2 learners worked in mixed dyads to complete a series of collaborative writing tasks designed to leverage their complementary…

Evidence that L2 learners of Spanish overgeneralize indirect object pronouns (OPs) to direct object contexts with human referents and direct OPs to indirect object contexts with nonhuman referents has been provided by Zyzik (2006), Malovrh (2008), and Olsen and Juffs (2022). However, the effect of instruction on this phenomenon has not been…

Chinese directional complement (DC) constructions, as a subtype of Chinese multiword sequences, are challenging to acquire for second language (L2) learners. However, little is known about L2 Chinese learners' acquisition of figurative DCs and their comprehension of literal and figurative DCs. This study investigated whether the acquisition of…

Sequencing language production activities based on the inherent cognitive load of each activity type can improve student performance and self-efficacy on high cognitive load language tasks like conversational speech (either face-to-face or via video chat). This ordering according to cognitive difficulty can scaffold learners in their development…

Task repetition is being increasingly examined in the fields of second language acquisition and task-based language teaching, and the findings have revealed insightful theoretical and pedagogical implications for foreign language instruction. However, previous research has mainly focused on speaking tasks, and the role of different types of task…

This study explores the relationship between L2 French students' conversations during interactive writing tasks and their interaction mindset, which is their perception about peer interaction. Students (N = 51) in three, high-intermediate/low-advanced French L2 classes completed an interaction mindset questionnaire and two interactive writing…

The impact of task complexity on integrated writing performance is under-researched. This study purports to investigate the effect of graph complexity and planning time on graph writing performance as well as graph description strategies. Ninety-six EFL learners of English were assigned into three groups to examine the effect of three planning…

Text chat facilitates L2 use by providing learners with extended time to plan, monitor, and process production during interactional tasks. However, learners may not naturally take advantage of these affordances, especially for providing peer feedback. This study used video-enhanced chat scripts to examine the behavior of beginner L2 Spanish…

Rapid improvements in the capabilities of machine translation (MT) raise questions about possible increases in overreliance on MT among lower-proficiency or novice level language learners. This study investigated how such learners described their use of online MT for independent reading and writing tasks, and whether this included descriptions…