Well-being development in young people's formative years is crucial for their transition to adulthood. While research on well-being in formal education contexts is expanding, little attention has been paid to out-of-school educational settings, particularly supplementary tutoring for disadvantaged students. Adopting Sirgy's concept of positive…

We examined the naturalistic pronunciation development of two groups of L2 speakers over 10 years. Initially, 50 beginner ESL students participated in production tasks; despite attrition, the tasks were administered eight more times. Here we report listener judgements of accentedness, comprehensibility and fluency for the remaining six Mandarin…

This study is the first to explore microdevelopment in sociolinguistic evaluative judgments of standard German and Austro-Bavarian dialect by adult second language learners of German by using dense time serial measurements. Intensive longitudinal data (10 observations per participant) were collected from four learners at approximately weekly…

The broad relationship between students' self-efficacy and interest has been highlighted for decades. This, along with the inherently developmental nature of learning, calls for a more thorough examination of the way fluctuations in students' self-efficacy influence their interest in learning within a single course over an academic year and…

In this study we used a factor of curves model (FCM) to examine the co-development of the subdomains of boredom in practical English language classes in an online setting (BPELC) over time in four phases of an online L2 course to explore the covariance of the initial level and slope of the sub-domains, as well as to check to what extent the…

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 longitudinal study examines the effects of a pre-study abroad (SA) pedagogic intervention and subsequent SA experience on second language (L2) Mandarin fluency. It explores two temporal aspects of oral fluency--planning time and speech rate--along with one performance measure, duration of response. Additionally, L2 contact data were included…

Studying abroad entails international students' identity (trans)formation and social network development, but individuals' decisions and choices while engaging in these processes remain underexplored. Informed by the notion of agency in second language socialization theory, this longitudinal case study examined the interplay of identity and social…

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…

Word reading and word spelling are important processes of literacy acquisition for children. The longitudinal relationship between reading and spelling is still unclear, especially among bilinguals and biscriptals. In the present study, we compared the longitudinal word reading-spelling relationship in L1 (Chinese) and L2 (English), together with…

Extensive evidence indicates that early vocabulary skills predict later reading development among monolingually developing children. Some evidence suggests that a relationship between vocabulary and later reading also holds across languages among children whose home language differs from the school language. However, these findings have been mixed…

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…