It is, perhaps, with some surprise that I find the native/non-native divide again attracting attention. The first I remember of this being an issue was when we were informed that the native speaker was dead (Paikeday, 1985). Needless to say, to those of us who did not feel at all deceased, this came as a surprise, but the announcement certainly attracted attention. The next contribution to the debate

Studies investigating the acquisition of multiword items (MWIs) from reading have furnished evidence that the likelihood of acquisition improves considerably if such items are typographically enhanced (e.g., bolded or underlined) in the texts. In the case of captioned audio-visual materials, however, an earlier study by the authors did not find such compelling evidence. In that study, indications of

Over the past two decades in the applied linguistics subfield of second language (L2) writing, there has been considerable interest in the topic of collaborative writing (CW). Studies in this domain have investigated different phenomena such as the nature of learner-to-learner interactions, the learning outcomes of CW, and students' perceptions of these activities when implemented in the classroom

We closely replicated Nurmukhamedov and Sharakhimov (2021), which was the first study to examine the lexical profile of general-audience English podcasts. Nurmukhamedov and Sharakhimov (2021) found that podcast listeners should have a knowledge of the most frequent 3,000 word families and 5,000 word families, respectively, plus proper nouns, marginal words, transparent compounds, and acronyms in order

This paper discusses the complexities of teaching Hebrew to Israel's largest minority group, the Arabs, who must be fluent in the language if they are to succeed. While policy-making institutions in Israel today are aware of the importance of Hebrew for Arab students, the teaching of Hebrew faces serious challenges involving the status of Hebrew in Arab society, the inner-Arab state of diglossia, and

Expertise exists among all communities of educational practitioners at all levels and in all national contexts. By identifying expert practitioners, learning from them and valuing their professional competence, researchers can support, promote and build upon sustainable, embodied, holistic models of quality in ways that have direct relevance for the classroom, the curriculum and wider educational goals

Numerous studies have analyzed various aspects of English language teaching to uncover discriminatory employment practices within the field. However, there is a gap in the research regarding the discourses present in school-managed teacher recruitment websites (TRWs), particularly in the field of private online language education (POLE). This study aims to address this gap by investigating how the

The invitation to speak at this conference on corpora and data-driven language learning (DDL) at COSEDI, the University of Grenoble, was received at the beginning of February 2023. ChatGPT had been released on 30 November 2022 and it was already becoming obvious that this technology would present revolutionary opportunities and challenges for corpus applications to language learning. Through a limited

This article provides a review of research in applied linguistics published in Australia in the period 2015–2022. Primarily, it is based on articles from Australian publications as material from other sources is more widely available to an international audience. The research has been published in such journals as the Australian Journal of Language and Literacy, Australian Review of Applied Linguistics

The primary objective of this paper is to contribute to the advancement of second language (L2) fluency research by outlining a specific proposal for future replication studies. The overarching goal is to assess the generalisability of the original findings of the two influential studies in the area of perceived fluency: Kormos and Dénes (2004) and Rossiter (2009). This objective will be achieved by

Second language acquisition (SLA) or second/foreign language teaching has been influenced to various degrees by key linguistic theories, including structural linguistics (Bloomfield, 1933; Saussure, 1959), generative linguistics (Chomsky, 1957, 1965), systemic functional linguistics (Halliday, 1973), and, more recently, contemporary Cognitive Linguistics (CL; Goldberg, 1995; Lakoff, 1987, 1993; Langacker

Research on digital multimodal composing (DMC) in second language (L2) classrooms has proliferated considerably in recent years, to a large extent in response to the changing digital and multimodal communication landscape. This article offers a research agenda on DMC in L2 classrooms. We begin with a theoretically oriented overview of DMC scholarship. We then examine seven research themes for future

I read Carol Griffiths' article with great interest. This is due in part to being in what I feel is a privileged position as book reviewer for a UK journal, the EL Gazette,1 for whom I have read several titles by authors she references on teacher wellbeing, such as Mercer and Gregersen (2020). I wondered, however, why Brierton and Gkonou (2022) was not listed there as it also deals with issues raised

The steady expansion in qualitative research in the area of language education over the last two decades indicates the growing recognition of its importance to investigating issues of language teaching and learning. Along with this recognition, understanding and assessing the quality of qualitative studies in this area has gained increasing significance. Addressing this concern, in this research synthesis

Numerous references to ‘new’ literacies have been added to the discourse of various academic and public domains, resulting in a multiplication of literacies. Among them is the term ‘language assessment literacy’ (LAL), which has been used as a subset of Assessment Literacy (AL) (Gan & Lam, 2022) in the field of language testing and assessment and has not been uncontested. LAL refers to the skills,

Research into young learners' metalinguistic awareness has led to both definitions of the construct and key findings about its role in children's cognitive and linguistic development. I briefly summarise this research before introducing two established theoretical models that can help us understand the concept of metalinguistic awareness more broadly: Ellen Bialystok's classic dichotomy of analysis

As a language teacher, teacher educator, and researcher over the past 40 years, my interests have been centered in classrooms where students are learning something else while also learning language. In the 1980s, as an English as a Foreign Language (EFL) teacher, my students were learning ‘English for specific purposes,’ where they brought knowledge from their fields, working as economists, in business

This survey of recent research on extensive reading (ER) for language learners focuses on ER in the classroom. While early adopters of ER imagined the quick emergence of an intrinsically motivated independent reader, the reality of much classroom-based language learning is that without considerable teacher guidance and supportive transitional activities, students are not likely to reach self-motivated

Increased work connectivity and study mobility over national boundaries in recent decades has led to a shift in the kind of English as a Second Language (ESL) instruction implemented in many educational institutions. Instruction to develop learners’ general English language proficiency may appear as a time-consuming and abstract endeavour. Instead, many institutions implement English for Specific Purposes

Written corrective feedback (WCF) is a ubiquitous pedagogical activity in second language (L2) classrooms and has become a key area of inquiry in L2 writing research. While there have been several reviews on experimental WCF research, there is not yet a synthesis of naturalistic classroom studies where the type and amount of feedback provided on students' writing performance is not manipulated or controlled

This paper explores Chalmers and Glasziou's (2009) notion of ‘research waste’ from healthcare research to examine what it can offer the field of applied linguistics. Drawing on examples from both disciplines, we unpack Macleod et al.'s (2014) five research waste categories: (1) asking the wrong research questions, (2) failing to situate new research in the context of existing research, (3) inefficient

In this article, which is based on my AAAL 2023 plenary talk, I argue that researchers may be contributing to widening the never-ending gap between research and practice. At least, there is such a possibility given that researchers, including myself, have rarely investigated their own beliefs and practices related to classroom teaching. In the first part, I overview research of the research–practice

The increasing recognition of the limitations of physical mobility programs has led Foreign Language departments to consider online approaches such as Virtual Exchange (VE) and Blended Mobility as alternatives in international education. These online approaches have the potential to promote inclusion and diversity by providing opportunities for student cohorts who are unable to participate in traditional

This written version of a plenary to the Language Testing Research Colloquium relates research into second language speaking task performance to language testing. A brief review of models of communicative competence and of speaking is provided. Then, two major areas within testing are discussed: the concepts of difficulty and ability for use. The next section covers research into spoken task-based

Recently, we have been witnessing the emergence of scholarly interest and professional advocacy efforts centering on systemic, intersectional, fluid, and contextualized inequalities and dynamic hierarchies constructed by essentialized and idealized (non)native speakerhood (speakerism/speakering) and its personal and professional implications for English language teaching (ELT) profession(als). This

Interest in second language (L2) speech comprehensibility, or listeners’ perceived ease or difficulty of understanding a given utterance, has seen continual growth since Munro and Derwing's (1995) seminal publication in Language Learning. While recognizing the body of knowledge that has developed in the 25 plus years since Munro and Derwing's study, in the present paper we look to the future as we

This review of recent scholarship (RRS) paper is a follow-up of the first, published in this journal in 2014. For this RRS paper, we identified and included 304 mixed-methods research (MMR) papers published in 20 top-tier applied linguistics (AL) journals. We used a six-pronged quality and transparency framework to review and analyze the MMR studies, drawing on six quality frameworks and transparency

What's the relevance of ‘Linguistic Citizenship' (LC), a concept developed in southern Africa, to language education in England? LC is committed to democratic participation and voice, to linguistic diversity and the value of sociolinguistic understanding (Stroud 2001), and it provides a framework for contesting linguistic conditions in England, where vernacular multilingualism faces monolingual language

“An extremely timely, thoughtful, and well-informed discussion in applied linguistics and beyond concerning open science. The essay seeks to engage with a broad audience and to dispel some of the persisting myths around open science and would be read fruitfully by many in the field”.

In recent years, interest in using captioned videos for second language learning has grown immensely, partly owing to the explosion of available materials and the rapid increase in viewing platforms. The captioning affords many learners access to authentic videos ordinarily out of their reach, and teachers often employ the videos to help improve their learners’ listening. However, there is the view

This systematic review of 170+ journal articles showcases the current trends and developments in Turkey-based applied linguistics and language education research between 2016–2022. The current review presents similarities to the previous reviews (Alptekin & Tatar, 2011; Aydınlı & Ortaçtepe, 2018) in terms of trends and practices that indicate a vibrant research scene and a community of practice in

Study abroad (SA) has long been regarded as a key component of internationalization efforts in higher education and much scholarship has investigated the practices and outcomes of SA from varied perspectives. More recently, scholars have paid growing attention to ways to increase the participation of historically marginalized students in SA, to design SA programs to meet those students’ needs, and

Ronald P. Leow is Professor (Applied Linguistics) in the Department of Spanish and Portuguese and Language Program Director of Spanish Language Instruction at Georgetown University. He has initiated and published (over 100 articles and chapters) in several strands of research that include language curriculum development, research methodology, cognitive processes and depth of processing in language

The idea of translanguaging has disrupted much of the thinking in bilingual education. A common misunderstanding, however, is that translanguaging was intended to be a language teaching strategy. This article seeks to explore what a translanguaging approach to language teaching entails, with specific reference to the education of minoritized and racialized bilingual and multilingual learners in the

Multimodal composing, which has sometimes been referred to synonymously as multimodal composition or multimodal writing, is the use of different semiotic resources (e.g., audio, visual, gestural, and/or spatial resources) in addition to linguistic text for making meaning. Notably, multimodal composing is neither a new type of writing nor a new area of research, with studies dating back to the early

This article offers insights into trends found in 74 empirical studies on teaching and learning a foreign language (FL) in pre-primary schools in 25 countries. The emerging picture is like that of primary-school programs: most are implemented in English, mostly owing to parents’ enthusiasm rather than evidence on long term FL benefits. Researchers focus on measurable outcomes in the FL rather than

This article presents reflections from 12 experts on language learners strategy (LLS) research. They were asked to offer their reflections in one of their domains of expertise, linking research into LLS with successful language learning and use practices. In essence, they were called upon to provide a review of recent scholarship by identifying areas where results of research had already led to the

An important shift in language learning research is the understanding that pronunciation instruction is necessary to ensure learners’ balanced development in pronunciation and second language (L2) speech. Research focusing on understanding what types of pronunciation instruction are effective and what makes them most effective has grown dramatically over the past decade. Given the methodological heterogeneity

This study is a conceptual replication of Teimouri et al.'s (2022) investigation into the validity of the second language (L2) grit scale (the L2-Grit scale). There are several concerns about the generalizability of the findings of Teimouri et al. (2022), especially regarding the discriminant validity of the scale and the relation of L2 grit with language achievements. A conceptual replication study

This review provides an account of salient research topics in current Swedish research in the field of foreign language (FL) education, with the aim of making locally published work available outside Sweden. A corpus of work on English and other FLs published between 2012 and 2021 has been scrutinized. Focus has been placed on research conducted and disseminated in Sweden, in some cases adding international

For many researchers in the social sciences, including those in applied linguistics, the term ethics evokes the bureaucratic process of fulfilling the requirements of an ethics review board (e.g., in the US, an Institutional Review Board, or IRB) as a preliminary step in conducting human subjects research. The expansion of ethics review boards into the social sciences in the early 2000s has led applied

Both of us were drawn into the writing assessment field initially through our lived experiences as schoolteachers. We worked in radically different contexts – Martin was head of a languages department and teacher of French and German in the late 1990s in the UK, and David was a Grade 12 teacher of Academic English in Alberta, Canada, at the turn of the twenty-first century. In both these contexts,

In this position paper, we argue that second language (L2) pragmatic research needs to explore new avenues for integrating speech acts and interaction, by proposing a radically minimal, finite and interactional typology of speech acts. While we will introduce what we mean by integrating speech acts and interaction in detail below, the following argument helps us to summarise the issue we consider in

In this paper, I first provide a brief review of how scholars have conceptualized, tested, and elaborated aptitude frameworks relevant to second language (L2) speech learning. Subsequently, I introduce an emerging paradigm that assigns a fundamental role to domain-general auditory processing (i.e., having a good ear) in L1 speech acquisition and proposes that the same faculty acts as a cornerstone

James Dean Brown (“JD”) is Professor Emeritus of Second Language Studies at the University of Hawai‘i at Mānoa. He has spoken and taught in places ranging from Albuquerque to Zagreb and published hundreds of articles and 27 books on language testing, curriculum design, research methods, and connected speech. His books on reduced forms and connected speech are: Perspectives on teaching connected speech

There is a great deal of variation in gains found between studies of second language (L2) incidental vocabulary learning, as well as many factors that affect learning. This meta-analysis investigated the effects of exposure to L2 meaning-focused input on incidental vocabulary learning with an aim to clarify the proportional gains that occur through meaning-focused learning. Twenty-four primary studies

This study examines the experiences and motivations of language and linguistics academics who have published in potential predatory journals (PPJs). A questionnaire was administered to 2,793 academics with publications in 63 language and linguistics PPJs, and 213 of them returned their responses. A subsample of the respondents (n = 21) also contributed qualitative data through semi-structured interviews

Pauline Foster was Professor of Applied Linguistics at St. Mary's University until her retirement in 2020, and is currently a Senior Research Associate at University College, London. Pauline has published her research widely, including papers on task-based language performance, classroom interaction, idiomaticity, and the development of instruments for oral language analysis. Pauline's i-10-index is

Self-assessment (SA), as an activity for reflecting on one's own performance and abilities (Black & Wiliam, 1998), has been a topic of interest to educators over the years. Among second language (L2) educators, SA began growing in popularity in the 1970s and 1980s, when L2 educators’ focus shifted from analyzing linguistic systems to examining how learners learn a language. Many can-do statements and

The massive increase in the use of English Medium Instruction (EMI) in universities around the world has been accompanied by an ever-growing body of publications. The majority focus on EMI policies, teacher identities, and teachers’ and students’ attitudes towards EMI, whilst there seems to be little research into pedagogical approaches to language and literacy support for students as well as into

Ema Ushioda is a professor and Head of the Department of Applied Linguistics at the University of Warwick. She has been interested in motivation and autonomy in language learning for over 30 years, particularly from pedagogical and qualitative research perspectives. Recent books include Teaching and researching motivation (3rd ed.), co-authored with Zoltán Dörnyei (Routledge, 2021), and Language learning

The language teaching landscape in Ireland has changed considerably over the last 30 years as a result of substantial and sustained inward migration into the country during this period. These social and demographic developments have added to the country's already bilingual context and created a much more varied multilingual landscape than had existed in previous decades. They have also impacted various

The following is an edited transcript of a webinar that took place on 11 June 2022 between Diane Larsen-Freeman and seven colleagues (in alphabetical order: Anne Burns, Hossein Farhady, Mathias Schulze, Scott Thornbury, Benjamin White, Henry Widdowson, and Yasin Yazdi-Amirkhiz), who generously took the time to formulate and submit questions in advance of the webinar and to participate in the event

This article puts forward several proposals for replicating two well-known First Exposure studies dealing with the earliest stages of adult second language acquisition. Both of them enquire into the word-level knowledge that complete beginners are able to extract from minimal input when exposed to a new language for the first time. They also focus on several input variables that may enhance learning

Research on second language (L2) acquisition in the generative tradition (GenSLA) addresses the nature of interlanguage competence, examining the roles of Universal Grammar, the mother tongue and the input in shaping the acquisition, representation and use of second languages. This field is sometimes dismissed by applied linguists as irrelevant because it does not provide direct applications for language

Instructed foreign language knowledge – that is, language skills acquired exclusively in the classroom without the benefit of any significant immersion experience – remains a vastly neglected area of studies on language learning in general and language attrition in particular. There is also little consideration of foreign language attrition and maintenance as a problem for policy or pedagogy. The present

Rod Ellis is a Distinguished Research Professor at Curtin University (Perth, Australia) and also, an Emeritus Distinguished Professor at the University of Auckland (New Zealand). He has also worked in universities in UK, Japan, and the USA and is a fellow of the Royal Society of New Zealand. He has published widely in the related fields of second language acquisition research and task-based language

“Context” has been increasingly featured and acknowledged in second language (L2) research because L2 teaching is recognised to be shaped by the environments in which it is situated. Numerous theoretical perspectives were introduced to L2 research that aim to capture the contextual forces at work in teaching and learning, including but not limited to Activity Theory, Complexity Theory, and Sociocultural

Despite the wide recognition of language teacher educators’ contributions in the field of Teaching English to Speakers of Other Languages (TESOL), research on language teacher educators has only picked up the pace in the last decade, shedding light on their cognition, practices, and identities in relation to various personal, interpersonal, and contextual factors. This article provides a systematic

A lot of attention has been devoted in the last 30 years to understanding nativeness and what has traditionally been called non-nativeness. While many studies have attempted to problematize the dichotomic division between so-called native speakers and non-native speakers, several others have specifically focussed on the language teaching profession in order to understand aspects related to identity