In this paper, we report a longitudinal study of the effects of procedural task repetition on learners' task performance (i.e., syntactic complexity in relation to lexical complexity). We investigated how task repetition results in differences at the group and individual level across each task interval (T = 7). Intermediate-level Saudi learners of…

Because of the need to provide fine-grained longitudinal diagnostic feedback, longitudinal cognitive diagnosis is an emerging approach that integrates cross-sectional cognitive diagnosis models (CDM) with longitudinal data analysis techniques. By adopting the generalized longitudinal higher-order log-linear CDM, this study attempted to track the…

This study adopted a three-wave random intercept cross-lagged panel model (RI-CLPM) to explore the longitudinal reciprocal relationships between social support and engagement in EFL learning among Chinese high school students. Two samples, including 3505 students (Sample 1 = 1794; Sample 2 = 1711), were tracked with their perceived social support…

This paper focuses on Seligman's (2011) PERMA components (positive emotion, engagement, relationships, meaning, and accomplishment) of well-being. Teachers' reflection data have been analysed deductively to identify components of PERMA as relevant to themselves as well their perceptions of their learners' well-being during and after a longitudinal…

This study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners' science learning. More specifically, it traces…

Research has indicated that lexical richness is an important indicator of second language (L2) proficiency. However, most research has examined written, cross-sectional English L2 corpora and does not necessarily indicate how spoken lexical use develops over time or whether observed trends are stable across L2s. This study adds to previous…

Competent L2 writing has been described in research in terms of an increasing incidence, variety, and length of clauses; a countervailing compactness and tightness with reduced number of clauses even as clause length expands; and various interrelationships between syntactic realizations of texts and the genres they represent. These partly…

This book explores alternative approaches to foreign language education in a context which is traditionally dominated by English-only approaches, and widely viewed as highly monolingual. It examines the grassroots classroom practices of teachers and their assistants involved in plurilingual education in the first longitudinal research of its type…

Network analysis is a method used to explore the structural relationships between people or organizations, and more recently between psychological constructs. Network analysis is a novel technique that can be used to model psychological constructs that influence language learning as complex systems, with longitudinal data, or cross-sectional data.…

Foreign language was recently added to Japan's national primary school curriculum. Phoneme-Grapheme Recognition (PGR) skills are a critical step in both L1 and L2 development. Due to its simplistic approach and the lack of new investment in teacher training, research regarding the impact on PGR skills are important. This study tested the relative…

The development of L2 utterance fluency has been extensively researched, whereas that of cognitive fluency has rarely been examined. This study investigated the longitudinal development of L2 utterance and cognitive fluency and their relationship. Thirty-one Chinese learners of English completed speaking tasks and a set of tasks for cognitive…

Despite the widespread use and effectiveness of the Modern Language Aptitude Test (MLAT) composite score in predicting individual differences in L2 achievement and proficiency, there has been little examination of MLAT subtests, although they have potential for illuminating components of L2 aptitude and the mechanism of prediction. Here we use…

This article adopts learning-behavior tracking as a research methodology within conversation analysis for second language acquisition to investigate its applicability to track and document how learning opportunities through collaborative repair work are brought about and whether they lead to second language (L2) word learning. To this end, the…

English-medium instruction (EMI) has burgeoned alongside two decades of L2 self-regulated learning research. In both areas, listening remains under-researched, longitudinal designs are under-employed, and in-depth studies are necessary to unpack learner development. In a context believed to initiate self-regulated learning, the current study…

For decades now, researchers and academics have lamented the mismatch between the representation of English in the classroom and the way the language is used in real-world contexts. Much of teaching is bound by curricula that determine not only the contents of their teaching but also the materials and assessment methods they use, they are crucial…