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Studies in Second Language Learning and Teaching
Scopus
ISSN 2083-5205 · Adam Mickiewicz University in Poznań · 580 artikel di indeks
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Artikel Jurnal
Effects of spacing on the acquisition of explicit and implicit vocabulary knowledge: An approximate replication of Nakata and Elgort (2021)
Research suggests that spaced learning, which incorporates intervals between repetitions of material, facilitates second language (L2) learning more than massed learning, where a given item is repeated multiple times without any intervening trials or time. Although prior studies have suggested that…
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An investigation into the impact of age and task type on oral interactions of young learners of Chinese as a second language
Oral interaction is crucial for second language learning because it provides opportunities to practice the target language and enhance the comprehensibility of both input and output (Long, 1981; Oliver, 2002; Swain, 2005). However, there is a paucity of research that has examined oral interactions…
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Task flow in L2 writing: Antecedents and effects on task performance
Flow has been highly valued by educational researchers and practitioners for its positive effects on learner well-being, learning outcomes, and academic success. While interest in flow within second language (L2) acquisition has grown recently, comprehensive evidence remains limited regarding both…
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Pride in language teaching: Scale development and associations with work engagement, wellbeing, and burnout
In recent years, there has been a growing interest in research on language teacher emotions while relatively fewer studies have focused on language teachers’ professional pride. This study aims to develop and validate a scale for language teacher pride (LTP), and it seeks to understand how this…
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Learner-generated content, task engagement, affective response, and memory on technology-mediated conversation tasks
This study provides insight into the role of learner-generated content (LGC) in affective response and engagement during interactive tasks on a video conferencing platform. It also examines task content, affect and conation with respect to recall of the language used on tasks. The performances of…
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A transcendental phenomenology on existential positive psychology (EPP) and L2 education: Setting a practical agenda for regulating students’ well-being and ill-being
The contributions of positive psychology (PP) to the study of second and foreign language (L2) emotions have received considerable scholarly attention in recent years. In response to the criticism that it adopted a limited viewpoint, PP has broadened its perspective. Existential positive psychology…
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Positive psychology in L2 speaking: The predictive roles of foreign language speaking enjoyment, the ideal L2 speaking self, and L2 speaking grit
This study investigates the impact of positive psychology factors on English as a foreign language (EFL) learners’ second language (L2) speaking proficiency. Specifically, it examines the predictive roles of foreign language speaking enjoyment, the ideal L2 speaking self, and L2 speaking grit on L2…
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The relationship between complexity, accuracy and fluency in L2 English speech: Individual differences and dynamic patterns
This study examined the relationship between complexity, accuracy and fluency (CAF), using longitudinal data. Conducted from the perspective of complex dynamic systems theory (CDST), this research adopted four CAF general measures to track the development of five Chinese undergraduates’ English…
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How do text type, prior vocabulary knowledge, and working memory capacity affect second language incidental vocabulary learning through reading?
Incidental vocabulary learning through reading may be influenced by a range of learner-internal as well as learner-external factors. This study, specifically, examined the potential impacts of three factors: text type, prior L2 vocabulary knowledge, and working memory capacity. Forty-six 1st grade…
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Exploring peer emotion transmission in foreign language classrooms: A social psychological investigation using mixed methods
Drawing on theories of interpersonal emotion transfer (Parkinson, 2020) and the control-value theory of achievement emotions (Pekrun, 2006), the present research employed a mixed-methods approach to examine how emotions are transmitted among peers in foreign language (FL) classrooms. We collected…
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The effect of executive functions on word reading among students with Chinese as a second language (CSL)
Executive functions (EF) have long been recognized as critical factors in accounting for individual differences in literacy development. However, their role in second language (L2) learning, particularly in non-alphabetic languages such as Chinese, has not been fully explored. This study endeavored…
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Incidental collocation learning from reading-only, reading-while-listening, and reading aloud: The roles of input mode, test modality, and prior vocabulary knowledge
The present study examined incidental collocation learning from reading-only, reading-while-listening, reading aloud, and factors that affect learning (i.e., test modality, prior vocabulary knowledge, and type of collocation). One hundred Vietnamese learners of English as a foreign language (EFL)…
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Longitudinal reciprocal dynamics between teacher emotional support and EFL learners’ emotional engagement: Between- and within-person perspectives
Emotional engagement (EE) has emerged as a central factor in sustaining learners’ motivation and cultivating environments that promote both academic success and personal well-being. Central to fostering EE is perceived teacher emotional support (PTES), characterized by teacher behaviors such as…
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Causality and ability beliefs: An introduction to confounders and colliders
Causal inference is a fundamental goal of many research endeavors, including scholarship in the field of language education and learning. Randomized controlled trials are considered an ideal design to test causal claims, but not all claims can be subjected to experimental treatment due to ethical…
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Sustaining growth needs contextual supports: The mindset × ecological-system approach to motivation
The belief that abilities can be cultivated, commonly referred to as a growth mindset, plays an important role in learners’ motivation and persistence in their educational journey, including learning a new language. Recent research suggests that having a growth mindset alone is insufficient for…
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Introduction to the special issue on ability beliefs and learning a new language at school
This editorial introduces a special issue examining ability beliefs in language learning psychology. The issue presents diverse theoretical perspectives on how learners’ perceptions of their abilities affect language acquisition outcomes. Drawing on foundational work in competence motivation, the…