Complexity, accuracy, and fluency (CAF) as measures of language proficiency have been used extensively in assessing second language production in English language studies related to task-based language teaching. The present review adds the following critical elements to the existing body of literature: (i) Provides synthesis and critical analysis…

This paper represents a summary and discussion of the three studies presented at the morning session of the Fall 2022 JALT Vocabulary SIG. The papers, which were written by Ali Al-Hoorie, Masaki Eguchi, Derek Canning, Stuart McLean, Christopher Nicklin, and Joseph Vitta, represent a range of topics and study designs that are common in recent…

The purpose of this article is to provide a review of current research on two of the original ACTFL (American Council on the Teaching of Foreign Languages) research priorities areas, model teacher preparation programs and teacher oral proficiency, as well as a look at future directions for research in these areas. Driven by the call for continued…

Elicited Imitation Tests (EITs) are commonly used in second language acquisition (SLA)/bilingualism research contexts to assess the general oral proficiency of study participants. While previous studies have provided valuable EIT construct-related validity evidence, some key gaps remain. This study uses an integrative data analysis to further…

Ascertaining the value of a study abroad experience on facilitating language development has long been a goal of Second Language Acquisition scholars. There is currently a plethora of studies regarding the topic, yet, despite this, the evidence remains inconclusive and contradictory. This systematic review evaluates the impact of study abroad…

It is expected that all students in the United States learn to read English well. This task is more complex for emergent bilinguals (EBs), the majority of whom speak Spanish, who are simultaneously developing their English language proficiency. Although several syntheses have documented the positive effects of shared book reading (SBR) in school…

We reviewed literature on the school-related writing of students in English-dominant settings whose native languages were other than English to identify 2 kinds of difference: (a) among language minority (LM) students differing in oral English proficiency and (b) between LM and native English-speaking students. Sixteen studies met selection…

The present article offers a review of the existing literature on L2 gains arising from participation in a study abroad (SA) experience. The purpose of this article is (1) to provide a general overview of research findings on the influence of time abroad on L2 development and (2) to identify the areas which need further research within the SA…

The research on the second language (L2) speaking assessment has been predominantly concerned with formal proficiency tests. However, with a growing interest in learning-oriented assessment (LOA), more researchers are interested in learner involvement in speaking assessment (Blanche & Merino, 1989; Luoma, 2004; Ocarson, 1989). Self- and…

Songs have been a common feature of young learner classrooms for decades, and numerous publications describe how songs should be employed in order to improve motivation and facilitate the acquisition of various aspects of language, including vocabulary, grammar, pronunciation, and listening skills. However, empirical research examining the effects…

Assessing second language speaking has long been an important part of language testing in both large-scale assessment settings and in smaller scale classroom-based assessments. Accordingly, researchers in the second language (L2) assessment field have made efforts to establish a better understanding of the nature of speaking ability and its…

The debate over the extensive use of paired and group oral assessments has yielded an enriched body of theoretical inquiries and empirical investigations, marking a shift from viewing second language (L2) speaking ability as residing in the individual to emphasizing joint construction distributed among interlocutors within local contexts. This…

Achieving communicative competency in English classes has been a key goal in contexts where English is taught as a foreign language (EFL). During this process, however, integrating the difficulty and complexity of real life tasks into classroom teaching has often been disregarded. Lack of opportunities for authentic language use often results in…

Sixteen meta-analyses were conducted to examine relations of typically developing bilingual immigrant-background children's oral language proficiency in their first and second language with the school outcomes of early literacy (k = 41), reading (k = 61), spelling (k = 9), mathematics (k = 9), and academic achievement (k = 9). Moderate to strong…

The ever growing interest in the development of foreign or second (L2) oral proficiency in a computer-mediated communication (CMC) classroom has resulted in a large body of studies looking at both the direct and indirect effects of CMC interventions on the acquisition of oral competences. The present study employed a quantitative meta-analytic…