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Zhang, Xiaowan; Winke, Paula; Clark, Shaunna – Language Learning, 2020
Answering calls to map college-level proficiency development (Modern Language Association, 2007) and longitudinally chart language learning (Barkaoui, 2014; Ortega & Byrnes, 2008), we mapped the oral proficiency growth of 1,922 lower-division college students of Chinese, French, Russian, and Spanish (in the second, third, or fourth semester of…
Descriptors: Oral Language, Language Proficiency, College Second Language Programs, College Students
Gánem-Gutiérrez, Gabriela Adela; Gilmore, Alexander – Language Learning, 2018
The current study focused on emergent processes during real-time second language (L2) writing activity in an English as a foreign language university context, examining differences in these processes across individual capacities. Participants included 22 adult Japanese learners of L2 English and their tutor. The data were collected using digital…
Descriptors: Language Proficiency, Writing (Composition), Second Language Learning, Second Language Instruction
Dewey, Dan P.; Bown, Jennifer; Baker, Wendy; Martinsen, Rob A.; Gold, Carrie; Eggett, Dennis – Language Learning, 2014
A common predictor of language gains during study abroad (SA) is amount of language use. Yet little attention has been given to determining what factors influence the extent of language use while abroad. Studies in this area have mainly been case studies of learners in single locations. In this larger study, we seek to determine variables…
Descriptors: Language Usage, Study Abroad, Second Language Learning, Language Proficiency
Lamb, Martin – Language Learning, 2012
This study examined the motivation to learn English of Indonesian junior high school pupils, 13-14 years of age, in three distinct contexts: a metropolitan city, a provincial town, and a rural district. Utilizing Dornyei's second language (L2) Motivational Self System as the theoretical framework, this study employed a 50-item questionnaire to…
Descriptors: Student Motivation, Learning Motivation, English (Second Language), Second Language Learning
Kozaki, Yoko; Ross, Steven J. – Language Learning, 2011
Learning context has increasingly been postulated to exert an influence on the dynamics of individual differences in language learning. In a longitudinal design that tested the proficiency gains of 1,682 learners over a 2-year foreign language program, a multilevel modeling approach was deployed in this study to account for variation in second…
Descriptors: Second Language Learning, Learning Motivation, Individual Differences, Context Effect

Oller, John W., Jr.; And Others – Language Learning, 1977
Relations between various measures of attitudes toward self, the native language group, the target language group, reasons for learning ESL, reasons for traveling to the U.S. and attained proficiency in ESL were investigated. Attitudes toward self and the native language group were positively correlated with attained proficiency in ESL. (CHK)
Descriptors: Chinese, English (Second Language), Language Attitudes, Language Proficiency

Upshur, John A.; And Others – Language Learning, 1978
Agrees with Oller and Perkins (1978) that correlation and causation are not equivalent and that correlations between invalid measures yield no important conclusions. In addition, Oller and Perkins' arguments against the validity of self-report measurements are examined, as well as evidence for a causal relation between variance in affective…
Descriptors: Affective Measures, Analysis of Variance, Attitude Measures, Correlation

Masgoret, Anne-Marie; Gardner, Robert C. – Language Learning, 2003
Examined the magnitude of the contributions that motivation and attitudes make to achievement in the second language in he research conducted by Gardner and associates. Meta-analysis indicates the relationship of second language achievement to the five attitude/motivation variables from Gardner's socioeductional model. (Author/VWL)
Descriptors: Cultural Context, English (Second Language), Foreign Countries, Language Proficiency

Gardner, R. C.; And Others – Language Learning, 1985
Describes a study of the effects on second language attrition of attitudes, motivations, and reported language use by learners during a six-month period after the completion of an intensive French course. (SED)
Descriptors: Adults, French, Language Proficiency, Language Skill Attrition

Chihara, Tetsuro; Oller, John W., Jr. – Language Learning, 1978
Examines: (1) correlations between attitudes of Japanese students toward various variables, and their proficiency in English; and (2) the validity of attitude measures. (Author/AM)
Descriptors: Adult Students, Attitude Measures, English (Second Language), Japanese

Gardner, R. C.; Smythe, P. C. – Language Learning, 1977
A study was conducted to examine the changes in students' attitudes, motivation and French achievement during a five-week, residential, summer program. Sixty-two students were administered a battery of attitude and motivation tests as well as a test of oral French proficiency prior to, and upon completion of, the course. (CFM)
Descriptors: Academic Achievement, Communicative Competence (Languages), French, Language Instruction

Oller, John W., Jr.; Perkins, Kyle – Language Learning, 1978
Discusses three possible sources of nonrandom but extraneous variance in self-reported attitude data, and demonstrates that these data may be surreptitious measures of verbal intelligence and language proficiency. (Author/AM)
Descriptors: Affective Measures, Analysis of Variance, Attitude Measures, Correlation

Kraemer, Roberta; Zisenwine, David – Language Learning, 1989
Investigation of the attitudes of 1,252 children in grades 4 through 12 toward studying Hebrew at their private Jewish school in South Africa measured attitudes toward language learning, traditional orientations, nationalist orientations, motivation, and self-rated proficiency. Results showed that attitudes decreased in positive value over the 9…
Descriptors: Afrikaans, Cross Sectional Studies, Elementary Secondary Education, English

Donato, Richard; And Others – Language Learning, 1996
Reports on the third year of a research project to document and evaluate an innovative foreign language in elementary schools (FLES) program in Japanese for Grades K-5. Findings indicate that the children progressed considerably in foreign language proficiency and developed positive attitudes toward language learning. (28 references) (Author/CK)
Descriptors: Age Differences, Change Strategies, Discourse Analysis, Educational Innovation