This paper introduces the concept of AI-textuality that extends Bakhtin’s notion of intertextuality to encompass interactions involving texts produced by generative artificial intelligence (GenAI). Intertextuality provides a valuable lens for understanding how GenAI outputs are created through the assemblage of digital and multimodal texts from vast datasets. Building on this perspective, this paper

Instructed second language acquisition (ISLA) inquiry emphasizes the ways in which systematic manipulation of learning conditions may facilitate second language (L2) acquisition. ISLA research has tended to prioritize grammar and vocabulary over pronunciation. However, an increase in classroom‐based pronunciation research has begun to address this oversight. Within ISLA inquiry, themes of interest

Language learning behaviors, such as procrastination and engagement, are concrete actions closely linked to learning outcomes, but our understanding of them, especially procrastination, is limited. Boredom is a ubiquitous negative emotion among second language (L2) learners. In researching learning behaviors and boredom, previous L2 studies have rarely considered all the core motivational variables

In our critical review, we explore the progress of second language (L2) teaching research in Japan from 2019 to 2023, focusing particularly on English Language Teaching (ELT) and Japanese Language Teaching (JLT). After scrutinising numerous publications from over 50 academic journals, as well as academic books and chapters, we selected around 40 studies for analysis. These studies met our screening

The present study investigated students’ perceptions of the presence or absence of Afro-Latinx representation in Spanish language textbooks and their suggestions for improving these representations. Critical race theory, critical language awareness, and critical discourse analysis were the theoretical frameworks guiding the study. Semi-structured interviews were conducted among 15 Spanish language

While researchers in the second language (L2) field often consider that L2 anxiety determines subsequent L2 achievement, an emerging line of research suggests that language skills better predict L2 anxiety. This viewpoint has yet to be experimentally evaluated, and thus it motivated the present study. Two groups of university language students enrolled in the Department of English as an L2 were followed

This methodological synthesis surveys study and instrument quality in L2 pronunciation research by scrutinizing methodological practices in designing and employing scales and rubrics that measure accentedness, comprehensibility, and intelligibility. A comprehensive coding scheme was developed, and searches were conducted in several databases. A total of 380 articles (409 samples) that employed 576

Based on the simple view of reading (SVR), we investigated factors associated with reading comprehension in Second Language (L2) minority children learning a highly consistent orthography through a network analysis. Bilingual and monolingual children participated in the research. Consistent with prior findings, reading speed supported reading comprehension for L1 learners, whereas, for L2 learners

Simultaneous interpreting (SI) is an intensive multitasking activity that requires coordination of a variety of linguistic and cognitive control mechanisms. Research has shown that interpreters perform better in tasks that require domain-general executive functions (EF), but the question remains whether such cognitive alternation is a result of interpreting experience or it reflects a selection bias

We conducted a detailed linguistic analysis of Oral Proficiency Interviews (OPIs) from older Spanish-English bilinguals (n = 28) to determine which cognitive, linguistic, and demographic factors predict proficiency. In the dominant language, older age was associated with lower proficiency scores, but aging effects were not significant after accounting for cognitive functioning scores. In the nondominant

Previous research has investigated the effect of planning time (PT) on L2 learners’ production regarding fluency, complexity, and accuracy, but its influence at the discourse level has been overlooked. Thus, this study explores the influence of PT on learners’ written performance regarding anaphora resolution (AR) and their pragmatically (in)felicitous choices of referring expressions (REs) in discourse

As the field of heritage language acquisition expands, there is a need for proficiency to compare speakers across groups and studies. Elicited imitation tasks (EITs) are efficient cost-effective tasks with a long tradition in proficiency assessment of second language (L2) learners, first language children, and adults. However, little research has investigated their use with heritage speakers (HSs)

This response to the commentaries on our conceptual review article on structural complexity and learning difficulty in second language acquisition (SLA) clarifies the scope and objectives of our framework, the challenges of defining and measuring complexity and difficulty, and the broader relevance of our proposal for both empirical research and theory building in SLA, including its relationships to

We employed structural priming to test whether targeted exposure to unambiguous form–meaning mappings led to learning of noncanonical word orders, specifically in object relative clauses, among 165 low‐to‐intermediate‐level L1 German L2 learners of English. We further investigated the scope of structural priming by assessing whether priming with related grammatical structures that had been acquired

Adult heritage language (HL) speakers often exhibit subtle phonetic-phonological variations (“accentedness”) that diverge from the patterns of the language spoken at home. Perception of accentedness may also be influenced by the listener’s linguistic background. This study investigated perceived accentedness in 80 English speech samples from four groups of monolingual English and bilingual English-Hebrew

Prior research suggests that second language (L2) proficiency is key in students’ study progress, but this research has mainly been carried out at universities. It is thus unclear how this relation varies across different educational levels. Moreover, previous studies are often not informative about the causality of this relation, making it difficult to base intervention policies on these studies.

Presently, Kyrgyzstan remains the last former Soviet Turkic-speaking Central Asian Republic to use Cyrillic script with the possibility of undergoing Latinization. Our study investigates the attitudes of Kyrgyz speakers toward the present use of Cyrillic in Kyrgyzstan and a potential transition to Latin script. To investigate, we conducted a linguistic attitude survey that draws on three themes we

During the past 20 years, the expansion of bilingual education programmes in Spain has generated a situation where the voices of stakeholders frequently go unheard. Accordingly, this paper is a critical review of bilingual programmes within the Spanish context. An analysis has been carried out on stakeholder perceptions, that is, of teachers, students, management teams, and families, as reflected in

During speech production, bilinguals need to encode target words phonologically before articulation, and the encoding units differ across languages. It remains an open question whether bilinguals employ the encoding unit in their L1 or L2 for phonological encoding. The present study examined the primary unit of phonological encoding in L2 speech production by Mandarin Chinese-English bilinguals with

Metaphors can influence people’s reasoning because of their ability to highlight or hide features of the target domain. In this article, we investigate the extent to which different metaphorical frames lead to different policy recommendations that best fit with the structure of the frame, as well as the role of age and gender to account for variation in the responses. We rely on four naturalistic metaphorical

This study investigates the relative online effects of structured-input practice on the acquisition of English passive and active sentences. The main purpose of this study is to compare native and non-native processing of English active and passive sentences. Non-native Chinese first language (L1) learners (26 participants) received structured-input instructional treatment on the target feature under

There has been a growing emphasis on researching foreign language boredom in second language acquisition in recent years. However, existing research has yet to reach a consensus regarding the effect of foreign language boredom on learners’ learning achievement. To address this gap, the present study employs multilevel meta-analysis to analyze 47 effect sizes from 33 empirical studies involving a total

The current study investigated from a usage‐based perspective how phrasal frequency and collocational strength of verb–preposition collocations influence preposition placement in wh‐relative clauses. Native English speakers and Chinese learners of English as a second language of the intermediate and advanced English proficiencies completed a sentence completion task and an acceptability judgment task

English is widely recognized as the language of science in the globalized world, with many higher education institutions in the United Arab Emirates (UAE) adopting it as their medium of instruction. This study used the qualitative research approach of phenomenography to investigate engineering students’ experiences and conceptions of learning English as a foreign language at a university in the UAE

This study focused on the relative contributions of cognitive aptitudes to the incidental learning and automatization of mini-language grammar. Over three sessions, participants (N = 45; first language [L1] Polish; age range: 19–35) completed computerized training in MiniItaliano as well as tasks tapping into working memory, general intelligence, and language analytic ability (LAA). The overt aim of

Despite the growing interest in evaluating contextualized task-based language teaching (TBLT), evaluation studies in ‘difficult contexts’, such as monolingual English as a foreign language (EFL) contexts with low-proficiency learners, remain limited. Employing a macro-evaluation framework, this study evaluates a TBLT program implemented in English for specific purposes (ESP) classrooms with low-proficiency

This study explores lexical borrowing and loanword nativization from a neuro-cognitive perspective testing bi-dialectal speakers of Standard Chinese and Shanghainese Chinese. We created holistic and morpheme-based cross-dialectal loanwords for auditory sentence processing and compared them with Shanghainese-specific words, code-switches, and pre-existing etymologically related words. Participants rated

Bilinguals use languages strategically and make decisions differently depending on the language context. Here, we explored whether verbal feedback modulates language use and risk-taking in bilinguals engaged in a coin-drawing game that incentivises lying. In the game, participants announced bets in Chinese or English, and feedback on the outcome of the current bet was given in the same language. They

Recognition of a word and its meaning benefits from the sensorimotor information about concepts. However, this phenomenon has been underexplored in second-language (L2) speakers who may rely on more “shallow” representations. Using a megastudy dataset, I investigated how sensorimotor strength affects first-language (L1) and L2 word recognition performance. Bayesian hierarchical regressions revealed

The integration of artificial intelligence (AI) writing tools in second language (L2) academic writing presents both opportunities and challenges for medical education. This study employed a SWOT (strengths–weaknesses–opportunities–threats) analysis to examine medical students’ perspectives on using AI writing tools in their academic writing practice. Forty-two medical students from a major Iranian

This article reports on a systematic review of oral task repetition research carried out between 1996 and 2023. This review focuses on the methodological features of these studies, specifically on issues related to how tasks have been spaced and repeated within this body of research. This review starts with an overview of the concept of input spacing and the major methodological paradigms that have

This article explores the utility of content-embedded working memory capacity (WMC) tasks for advancing second language (L2) research. While both complex span and content-embedded tasks implement a dual-task paradigm that requires processing and maintenance of information, they differ in that the former demand maintenance of extraneous memory elements during processing, while the latter demand processing

The present contribution proposes a low-threshold action plan for research into what we consider critical areas in multilingualism where we see an urgent need for more empirical studies and research-based classroom interventions and a stronger commitment to multilingual standards both in research and teaching. Reaching out to a wide audience of researchers, educationalists and decision makers, we first

Foreign language teaching enjoyment (FLTE), a recently conceptualized notion of language teachers’ positive emotion, has received a burgeoning interest in positive psychology studies and in the field of second language teaching research. However, due to the pure novelty of the concept of FLTE and the excessive reliance on quantitative research methods in capturing its correlates, the way FLTE can be

This study tracked the referential production of 25 Japanese-English returnee children for 5 years upon their return to Japan from an English-dominant environment (Mean age = 9.72 at the time of return) and compared their referential strategies to 27 Japanese monolinguals and 27 English monolinguals, age-matched to the returnee’s age at time of return. Returnees used more redundant noun phrases (NPs)

In recent decades, many eye-tracking studies have demonstrated that both languages of bilingual speakers are activated while processing phonological input in only one. To date, there have been no eye-tracking co-activation studies assessing word recognition among trilinguals. The present research investigates co-activation in all three languages of 48 Russian (Heritage Language)/Hebrew (Societal Language)/English

Teacher burnout and attrition are significant concerns in the United States and globally, particularly in high-needs areas such as world language (WL) teaching. Despite extensive international research on teacher burnout and attrition, few studies have specifically examined how demographic characteristics may influence burnout and intent to quit among WL teachers. To address this gap, this study employed

The ability to understand and speak more than one language (i.e., bilingualism) may provide benefits to preserving social cognition against normal age-related deteriorations. This study examined how variations in bilingual language experience influence theory-of-mind (ToM) understanding in late adulthood. One hundred and five cognitively healthy older adults (Mage = 66.23 years, range = 56–79) and

I have an idea that some men are born out of their due place. Accident has cast them amid certain surroundings, but they have always a nostalgia for a home they know not. They are strangers in their birthplace … Perhaps it is this sense of strangeness that sends men far and wide in the search for something permanent, to which they may attach themselves … Sometimes a man hits upon a place to which he

This paper reports an expansion of the English as a second language (L2) component of the Multilingual Eye Movement Corpus (MECO L2), an international database of eye movements during text reading. While the previous Wave 1 of the MECO project (Kuperman et al., 2023) contained English as a L2 reading data from readers with 12 different first language (L1) backgrounds, the newly collected dataset adds

This study investigates how distributional cues are integrated into the mental representation of the as‐predicative construction by English native and nonnative speakers, drawing on associative learning theory. We examined speakers’ constructional retrieval when given a verbal cue (Experiment 1) and their verb retrieval when given a constructional cue (Experiment 2). Speakers concurrently integrated

Seeing written forms of novel words during learning can help memorize vocabulary, but it may alter pronunciation, especially when orthography is opaque like in English. This study investigated whether a color‐code helps participants learn novel words with unpredictable pronunciation. Sixty Spanish speakers learned 16 English‐like pseudowords in one of three training conditions. Audio group learned

Teaching critical literacy (CL) as an explicit intended learning outcome is essential for operating in a global and interconnected world. Considering the limited research on in-service teachers’ development and enactment of critical literacy practices, particularly in second language education, this study explores a professional-development (PD) intervention aimed at promoting critical literacy practices

This study examined the perceptions and motivation of 64 pre-service English language teaching (ELT) teachers at an international university in North Cyprus towards technology use in online language education. It employed a mixed-methods approach. The quantitative data were analysed using SPSS 25 while the analysis of the qualitative data involved a combination of thematic analysis performed manually

In contexts of both English as a second language (ESL) and English as a foreign language (EFL), there is an ongoing effort to incorporate online graded reading materials into extensive reading programs designed for second language (L2) learners. However, it remains largely unknown to what extent these texts are suitable for L2 learners in terms of lexical demand. Based on a large corpus comprising

Collocations, defined as sequences of frequently co-occurring words, show a processing advantage over novel word combinations in both L1 and L2 speakers. This collocation advantage is mainly observed for canonical configurations (e.g., provide information), but collocations can also occur in variation configurations (e.g., provide some of the information). Variation collocations still show a processing

In the Yoruba community, proverbs are regarded as Yoruba philosophy repository, with wisdom, brevity, criticality, and stored experience that are believed to be a viable tool of acquiring the language. Hinging on reversing language shift model theory, the study investigated: (a) whether Yoruba proverbs are effective in the acquisition of Yoruba language and culture by children, and (b) whether the

Developing proficiency and intercultural competence are goals promoted by the Modern Language Association and widely shared by postsecondary second language programs across the United States. Although the development of proficiency has been studied extensively in this context, comparatively little is known about how intercultural competence develops domestically as part of a broader postsecondary educational

This article examines language classrooms as communicative settings for learners’ development of sociolinguistic competence involving target language variation in a study abroad context. Specifically, it investigates how two Spanish teachers in Peru imparted knowledge of the social and contextual appropriateness of local linguistic variants that were not taught as part of the official curriculum. An

Around the globe, beginner sign language programs have seen surging enrolments in recent years. Yet relatively few learners progress to higher‐level sign language study. In this article, we explore factors shaping retention and attrition among a cohort of 70 beginner Australian Sign Language (Auslan) students studying in a vocational education context. We explore the influence of both demographic variables

This theoretical article, with recommendations for practice, interrogates how the field discusses dual language bilingual education (DLBE) models in the United States, with international implications for bilingual, immersion, and content and language integrated learning contexts. We reconceptualize the equity problems and potentials of so‐called program models and language allocation as aspects of

This paper responds to Al-Hoorie, Hiver, and In’nami’s (2024) critique of the second language (L2) Motivational Self System (L2MSS) by advocating for an immediate cessation of its use in the absence of substantial revision and validation. We revisit foundational studies in the tradition, exposing critical methodological flaws that we feel undermine empirical support for the model. Further, we examine

Bilingual speakers are prompted to remain in a single language, switch between languages, or codeswitch by regulating the concurrent activation of their language systems and adapting to the demands of the communicative context. Unlike studies that compare language switching in bilinguals in distinct interactional and geographical contexts, this study investigates heritage bilinguals who may be required

This study investigated the lexical proficiency of L2 learners of English and French. The aim of the study was two-fold. First, we examined the cross-sectional differences in productive vocabulary knowledge and vocabulary use between L2 learners in two grades. Second, we investigated the extent to which vocabulary knowledge and grade could predict vocabulary use in writing, operationalized as lexical

Investigating speech fluency has, for a long time, been at the core of second language (L2) studies, as fluency is believed to epitomise successful acquisition of L2, characterise effective communication, elucidate the complex process of acquisition, and predict L2 speakers' proficiency. The significance attributed to fluency in these areas explicates the research attention paid to it over the past

Many erroneous literal translations, often produced by low-proficiency bilinguals, can be attributed to a tendency to favor typical translation equivalents; however, the underlying neural mechanism remains poorly understood. This study investigated this typicality effect in real-time translation with the event-related brain potential (ERP) technique. Mandarin Chinese–English bilinguals were presented