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Phil Hiver; Ali H. Al-Hoorie; Akira Murakami – Language Learning, 2025
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…
Descriptors: Task Analysis, Second Language Learning, Writing (Composition), Longitudinal Studies
Phillip Hamrick; Christopher A. Was; Yin Zhang – Studies in Second Language Acquisition, 2024
A growing body of evidence demonstrates that individual differences in declarative memory may be an important predictor of second language (L2) abilities. However, the evidence comes from studies using different declarative memory tasks that vary in their reliance on verbal abilities and task demands, which preclude estimating the size of the…
Descriptors: Verbal Ability, Nonverbal Ability, Task Analysis, Second Language Instruction
Chengchen Li; Li Wei; Xiaojun Lu – Modern Language Journal, 2024
The study investigated the effect of task complexity (TC) on second language (L2) learners' affective responses and writing performance and how these were modulated by cognitive and affective individual difference (ID) factors. A total of 412 Chinese 8th-grade English-as-a-foreign-language learners completed a working memory (WM) test, a scale…
Descriptors: Second Language Learning, Middle School Students, Grade 8, Foreign Countries
Mason A. Wirtz; Simone E. Pfenninger; Irmtraud Kaiser; Andrea Ender – Modern Language Journal, 2024
The present study takes a variationist perspective to explore the varietal repertoires of adult learners of German as a second language (L2), that is, their variable use of standard German, Austro-Bavarian dialect, and mixture varieties. Forty L2 learners completed a virtual reality task involving interactions with dialect-speaking and…
Descriptors: Sociolinguistics, Second Language Learning, Language Variation, German
Iyad Ghanim – ProQuest LLC, 2022
Early and late bilinguals both differ in the speed with which they comprehend language or in their processing of sentences compared to monolinguals. This is possibly a result of cross-language interference, differential allocation of cognitive resources, or some other difference in language-dependent processes. This dissertation presents research…
Descriptors: Bilingualism, Second Language Learning, Native Language, Semantics
Paul Leeming; Joseph P. Vitta; Phil Hiver; Dillon Hicks; Stuart McLean; Christopher Nicklin – Language Learning, 2024
This study investigated how students' self-reported individual differences predicted second language (L2) spoken discussion task output, an objective behavioral outcome, in the Japanese university English as a Foreign Language (EFL) context. Although numerous psychological theories are used as a rationale for task-based language teaching (TBLT),…
Descriptors: Self Efficacy, English (Second Language), Second Language Learning, Second Language Instruction
Haruka Sophia Iwao; Sally Andrews; Aaron Veldre – Reading and Writing: An Interdisciplinary Journal, 2025
Evidence of sensitivity to graphotactic and morphological patterns in English spelling has been extensively examined in monolinguals. Comparatively few studies have examined bilinguals' sensitivity to spelling regularities. The present study compared late Chinese-English bilinguals and English monolinguals on their sensitivity to systematic…
Descriptors: Spelling, Morphology (Languages), Monolingualism, Bilingualism
Judit Kormos – Studies in Second Language Acquisition, 2023
This article revisits the role of cognitive individual differences in creating synergies between second language (L2) writing and second language acquisition research that were proposed by Kormos (2012). It takes stock of the advances in research findings, in the past decade, on the role of working memory and language learning aptitude in L2…
Descriptors: Cognitive Processes, Second Language Instruction, Second Language Learning, Individual Differences
Isbell, Daniel R.; Lee, Junkyu – Language Learning, 2022
This study investigated L2 Korean speakers' self-assessment of speech comprehensibility and accentedness, including a conceptual replication of Trofimovich, Isaacs, Kennedy, Saito, and Crowther (2016, Experiment 1) and exploratory analyses of individual differences in self-assessment. L2 Korean speakers (N = 198) self-assessed their…
Descriptors: Korean, Self Evaluation (Individuals), Pronunciation, Correlation
Kyle Parrish – International Journal of Multilingualism, 2024
This study examined the production of L3 French words by Spanish--English bilinguals who had no prior knowledge of the L3. Using a shadowing task, 39 Spanish L1/English L2 and 18 Spanish monolingual speakers produced 26 tokens of word-initial voiceless plosive consonants in French, Spanish and English (15 Spanish and French tokens for the…
Descriptors: Multilingualism, Spanish, French, Second Language Learning
Liu, Xiaoluan – Journal of Psycholinguistic Research, 2022
How could individual differences in processing non-speech acoustic signals influence their cue weighting strategies for L2 speech contrasts? The present study investigated this question by testing forty L1 Chinese-L2 English listeners with two tasks: one for testing the listeners' sensitivity to pitch and temporal information of non-speech…
Descriptors: Individual Differences, Language Processing, Native Language, Chinese
Andrew H. Lee – Language Teaching Research, 2024
This study investigated the extent to which second language (L2) learners benefited from proactive form-focused instruction (FFI) targeting French grammatical gender attribution and the degree to which L2 learners' attention control and working memory predicted their learning gains. A total of 102 L2 learners received either proactive FFI…
Descriptors: Teaching Methods, Second Language Learning, Second Language Instruction, Grammar
Mardian, Fatemeh; Nushi, Musa – Innovation in Language Learning and Teaching, 2023
Over the past decade, the focus of investigation in individual differences (IDs) research has shifted from the utilization of large-scale questionnaire surveys toward the adoption of methodological diversity and development of new approaches to second-language (L2) communication (Dörnyei and Ryan [2015]. "The Psychology of the Language…
Descriptors: Individual Differences, Second Language Learning, Second Language Instruction, Learning Motivation
Simone E. Pfenninger; Maria Kliesch – Studies in Second Language Acquisition, 2023
This longitudinal study with time-serial data examines for the first time whether different types of intraindividual variation in second language (L2) performance and cognitive functioning are related, and how and when they influence L2 development longitudinally in older adulthood. We analyzed the L2 development of 26 German-speaking adults aged…
Descriptors: Second Language Learning, Second Language Instruction, Learning Motivation, Older Adults
Kopecková, Romana; Gut, Ulrike; Wrembel, Magdalena; Balas, Anna – Second Language Research, 2023
This study investigates sources of phonological cross-linguistic influence (CLI) at the initial stages of third language (L3) acquisition in light of the predictions of the second language (L2) Status Factor Model, the Typological Primacy Model, the Cumulative Enhancement Model, the Linguistic Proximity Model and the Scalpel Model. The productions…
Descriptors: Phonology, Transfer of Training, Native Language, Second Language Learning