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L2 Journal
Scopus
ISSN 1945-0222 · eScholarship Publishing, University of California · 287 artikel di indeks
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Artikel Jurnal
Promoting Student Critical Thinking through Integrated Peer and Teacher Feedback in Online Writing
The purpose of this study was to investigate the impact on students’ critical thinking of integrating peer corrective feedback (PCF) with teacher feedback (TF) in online L2 writing instruction. Specifically, it examined how this integration affected students’ focus, logic, and argumentation. 90…
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Artikel Jurnal
Generative AI for L2 Materials: Disruptor or Perpetuator of the Status Quo?
Generative AI has been called a disruptor of the status quo. However, what does status quo mean when it comes to World Language (WL) education? In this reflective essay, I describe my forays into generative AI tools wearing the hat of a language program director and foreign language…
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Artikel Jurnal
The NOLC Model: A Framework for Inclusive and Sustainable Language Instruction
This study examines the Non-Level Concept (NOLC), an instructional model that integrates learners of differing proficiencies into a single, content-based classroom. Originally developed in a study abroad context, NOLC offers an alternative to traditional, proficiency-sequenced curricula by…
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Reframing Self-Introduction for Social Justice: Identity and Diversity in Intermediate Japanese
While traditional language textbooks often present Japanese society as racially and culturally homogenous, students increasingly seek to navigate complex questions of identity and diversity in advanced courses. This practical report showcases a social-justice-oriented unit designed for an…
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The Roles of Translanguaging in Multilingual Chinese International Students’ Academic Literacy Development in Canadian Higher Education
Delving into students’ sociocultural and educational backgrounds, this study explores the divergent roles of translanguaging in graduate-level multilingual Chinese students’ academic literacy development. Ten Chinese graduate students studying at a Canadian institution participated in…
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Artikel Jurnal
The Hearer’s Share: Symbolic Reciprocity in Multilingual Interaction through Film and Cooperative Games
What makes multilingual exchanges hold is not a gifted speaker alone, but a listener who agrees to play. This article names that agreement symbolic reciprocity—the hearer’s willingness to share symbolic risk so that meaning and legitimacy are co‑produced rather than tested. Framing interaction…
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Artikel Jurnal
Introduction to the Special Issue: Multidialectism in the Multilingual Turn
While the Multilingual Turn has critically shifted the field of Second Language Acquisition away from monolingual ideologies, it has often ignored the irreconcilability of the prescriptivist standard ideologies that devalue the diversity within named languages. This oversight perpetuates linguistic…
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Artikel Jurnal
General Editors’ Introduction
We are exceptionally pleased to introduce the first special issue of 2026, Multidialectism in the Multilingual Turn, guest edited by Dan Walter, Associate Professor of German and Linguistics at Oxford College of Emory University, and Julia Ruck, Assistant Teaching Professor at Emory University. Dan…
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Countering Negative Language Attitudes: Adopting a Critical Multidialectal Approach to Language Teaching
Language attitudes have been recognized as an important area of study in sociolinguistic research (Evans & Preston, 2023; Preston, 2013), and the consequences of prescriptive ideologies and negative attitudes toward non-privileged varieties extend to language instruction. These ideologies regard…
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Artikel Jurnal
Teacher Talk in Multidialectal Classrooms
As a diglossic language, Arabic has high and low varieties of the same language that are used in different contexts. Arabic classrooms traditionally focus on the acquisition of the high variety, Modern Standard Arabic (MSA), with the expectation that learners can pick up local dialects abroad. This…
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Artikel Jurnal
Multidialectal Practices in L2 Arabic Pragmatics Research: Methodological Implications
Research on learning second language (L2) pragmatics has undergone substantial methodological development in recent years (Taguchi & Roever, 2017; Taguchi, 2019), but it remains limited by a lack of attention to a key feature of pragmatic competence: multilingual and multidialectal practices. In a…
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Artikel Jurnal
Multilingualism Meets Multidialectism in L2 Study Abroad
This study examines how second language (L2) learners engaged with both multilingualism and multidialectism during a short-term study abroad (SA) program in Vienna, Austria and Freiburg, Germany which featured a course on German sociolinguistics. While the multilingual turn in L2 education has…
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Artikel Jurnal
Contesting Standard Language Norms: A Study of Wuhanese Families’ Language Practices in the United States in the Post-Pandemic Era
This ethnographic study examines language ideologies and practices in Chinese American families in the U.S. in the post-pandemic era. Our specific focus here is the families’ use of a dialect of Southwest Mandarin, Wuhanhua (literally, “Wuhan Vernacular”), with their children at a time when Wuhan…
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Artikel Jurnal
Designing a Decentering Learning Experience with Advertisements: Teaching to Broaden Learners’ Interpretive Disposition
In line with the perspective of Álvarez Valencia and Michelson (2022) and Liddicoat and Scarino (2013), who see interpretation and meaning-making as core features of teaching for interculturality, this article delves into the potential of advertisements to foster the development of learners’…
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Artikel Jurnal
Reconceptualizing the Role of L1 in Second Language Pedagogy
This reflective report aims to reimagine the role of the first language (L1) in the second language (L2) classroom by challenging the prevalent monolingual approach in second language pedagogy. Drawing from personal teaching experiences and recent developments in applied linguistics, I argue for a…
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Thanks to Reviewers
The editors of L2 Journal are grateful to the following individuals who reviewed manuscripts in 2024. Peer review is a cornerstone of scholarship and relies on the contributions of reviewers who are willing to give of their time to support other scholars in the shaping of their work.
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Artikel Jurnal
Understanding L2 Online Peer Tutoring Participation Through Response Formulations To Advice: A Case Study
Applying the single case analysis methodology, this study investigates how a peer tutee demonstrated his understanding of his peer tutor’s advice by using a particular type of formulation, response formulations to advice, to negotiate the pair’s participation framework in second language (L2)…
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Artikel Jurnal
L2 Learner Anxiety And Perceived Competence: The Case For Task-Based Language Teaching
This study explores task comfort and anxiety levels among learners enrolled in two equivalent yet pedagogically distinct online introductory Spanish language courses. The first course adopts a Task-Based Language Teaching (TBLT) approach while the other aligns with a more traditional Presentation…
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Artikel Jurnal
Characteristics Of Effective Language Teacher Professional Development Programs For K-12 Teachers And University Instructors: Insights On Integrating Educational Technologies
This study explores language educators’ insights to identify the characteristics of effective professional development programs for K-12 teachers and university instructors seeking to integrate educational technologies into language teaching. In pursuit of this goal, a group of language educators…
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Artikel Jurnal
Reading‒Writing Connections: A Systematic Review Of Second Language Synthesis Writing
Synthesis writing is a widely practiced form of academic writing in which students incorporate into their writing multiple perspectives from various sources. Although scholars have acknowledged that synthesis writing is particularly challenging for writers using a second language, few of them have…