Chapter in:
Instructed Second Language Acquisition Research Methods
Edited by Laura Gurzynski-Weiss and YouJin Kim
[Research Methods in Applied Linguistics 3] 2022
► pp. 125146
References
Back, M.
(2020) Interlocutor differences and the role of social others in a Spanish peer tutoring context. In L. Gurzynski-Weiss (Ed.), Cross-theoretical explorations of interlocutors and their individual differences (pp. 99–123). John Benjamins. CrossrefGoogle Scholar
Baralt, M., & Gurzynski-Weiss, L.
(2011) Comparing learners’ state anxiety during task-based interaction in computer-mediated and face-to-face communication. Language Teaching Research, 15 (2), 201–229. CrossrefGoogle Scholar
Baralt, M., Gurzynski-Weiss, L., & Kim, Y.
(2016) The effects of task type and classroom environment on learners’ engagement with the language. In M. Sato & S. Ballinger (Eds.), Peer interaction and L2 learning (pp. 209–239). John Benjamins. CrossrefGoogle Scholar
Cao, Y., & Philp, J.
(2006) Interactional context and willingness to communicate: A comparison of behavior in whole-class, group and dyadic interaction. System, 34 (4), 480–493. CrossrefGoogle Scholar
Carver, C., Jung, D., & Gurzynski-Weiss, L.
(2021) Examining learner engagement in relationship to learning and communication mode. In P. Hiver, A. H. Al-Hoorie, & S. Mercer (Eds.), Student engagement in the language classroom (pp. 120–142). Multilingual Matters.Google Scholar
Dörnyei, Z.
(2009) The L2 motivational self system. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp. 9–42). Multilingual Matters. CrossrefGoogle Scholar
Dörnyei, Z., & Ryan, S.
(2015) The psychology of the language learner revisited. Routledge. CrossrefGoogle Scholar
Dörnyei, Z., & Ushioda, E.
(Eds.) (2009) Motivation, language identity, and the L2 self. Multilingual Matters. CrossrefGoogle Scholar
Erlam, R., Loewen, S. & Philp, J.
(2009) The roles of output-based and input-based instruction in the acquisition of L2 implicit and explicit knowledge. In R. Ellis, S. Loewen, C. Elder, R. Erlman, J. Philp & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 241–261). Multilingual Matters. CrossrefGoogle Scholar
Feng, L., & Papi, M.
(2020) Persistence in language learning: The role of grit and future self-guides. Learning and Individual Differences, 81 . CrossrefGoogle Scholar
García, O., & Wei, L.
(2014) Translanguaging and education. In O. García & L. Wei (Eds.), Translanguaging: Language, bilingualism, and education (pp. 63–77). Palgrave Pivot. CrossrefGoogle Scholar
Gregersen, T.
(2005) Nonverbal cues: Clues to the detection of foreign language anxiety. Foreign Language Annals, 38 (3), 388–400. CrossrefGoogle Scholar
(2020) Dynamic properties of language anxiety. Studies in Second Language Learning and Teaching, 10 (1), 67–87. CrossrefGoogle Scholar
Gurzynski-Weiss, L.
(Ed.) (2017) Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors. John Benjamins. CrossrefGoogle Scholar
Hinenoya, K., & Lyster, R.
(2015) Identifiability and accessibility in learning definite article usages: A quasi-experimental study with Japanese learners of English. Language Teaching Research, 19 (4), 397–415. CrossrefGoogle Scholar
Jarrett, D., & Gurzynski-Weiss, L.
Forthcoming). Task-specific motivation and the development of Spanish L2 self during domestic immersion. TASK.
Jung, D.
in progress). Examining the role and dynamicity of motivation in L2 Spanish engagement and course outcomes [Doctoral dissertation in progress]. Department of Spanish and Portuguese, Indiana University.
Kormos, J., & Dörnyei, Z.
(2004) The interaction of linguistic and motivational variables in second language task performance. Zeitschrift für interkulturellen Fremdsprachenunterricht, 9 (2), 1–17.Google Scholar
Lantolf, J. P.
(2020) I~ You> I~ Me. In L. Gurzynski-Weiss (Ed.), Cross-theoretical explorations of interlocutors and their individual differences (pp. 79–97). John Benjamins. CrossrefGoogle Scholar
Larson-Hall, J.
(2015) A guide to doing statistics in second language research using SPSS and R. Routledge. CrossrefGoogle Scholar
Li, S.
(in press). Individual differences in task-based language teaching. John Benjamins.
Loewen, S., Lavolette, E., Spino, L. A., Papi, M., Schmidtke, J., Sterling, S., & Wolff, D.
(2014) Statistical literacy among applied linguists and second language acquisition researchers. TESOL Quarterly, 48 (2), 360–388. CrossrefGoogle Scholar
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A.
(1998) Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82 (4), 545–562. CrossrefGoogle Scholar
Norris, J. M., & Ortega, L.
(2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50 (3), 417–528. CrossrefGoogle Scholar
Ortega, L.
(2010, March). The bilingual turn in SLA [Plenary]. Annual Conference of the American Association for Applied Linguistics. Atlanta, GA, United States.
Ortega, L., & Iberri-Shea, G.
(2005) Longitudinal research in second language acquisition: Recent trends and future directions. Annual Review of Applied Linguistics, 25 , 26–45. CrossrefGoogle Scholar
Otheguy, R., García, O., & Reid, W.
(2015) Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review 6 (3), 281–307. CrossrefGoogle Scholar
Philp, J., & Duchesne, S.
(2016) Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, 36 , 50–72. CrossrefGoogle Scholar
Prada, J.
(2021) Translanguaging thinking y el español como lengua de herencia. In D. Pascual y Cabo, J. Torres, & J. Muñoz-Basols (Eds.), Aproximaciones al estudio del español como lengua de herencia (pp. 111–126). Routledge. CrossrefGoogle Scholar
Prada, J., Guerrero-Rodriguez, P., & y Cabo, D. P.
(2020) Heritage language anxiety in two Spanish language classroom environments: A comparative mixed methods study. Heritage Language Journal, 17 (1), 92–113. CrossrefGoogle Scholar
Prada, J., & Turnbull, B.
(2018) The role of translanguaging in the multilingual turn: Driving philosophical and conceptual renewal in language education. EuroAmerican Journal of Applied Linguistics and Languages, 5 (2), 8–23. CrossrefGoogle Scholar
Reschly, A. L., & Christenson, S. L.
(2012) Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 3–19). Springer. CrossrefGoogle Scholar
Révész, A.
(2011) Task complexity, focus on L2 constructions, and individual differences: A classroom-based study. Modern Language Journal, 95 (s1), 162–181. CrossrefGoogle Scholar
Robinson, P.
(2003) The cognition hypothesis, task design, and adult task-based language learning. Second Language Studies, 21 (2), 45–105.Google Scholar
(2007) Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. International Review of Applied Linguistics in Language Teaching, 45 (3), 193–213. CrossrefGoogle Scholar
Sato, M., & Dussuel Lam, C.
(2021) Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication. Language Teaching Research. CrossrefGoogle Scholar
Serafini, E. J.
(2020) The impact of learner perceptions of interlocutor individual differences on learner possible selves during a short-term experience abroad. In L. Gurzynski-Weiss (Ed.), Cross-theoretical explorations of interlocutors and their individual differences (pp. 211–245). John Benjamins. CrossrefGoogle Scholar
Sheen, Y.
(2008) Recasts, language anxiety, modified output, and L2 learning. Language Learning, 58 (4), 835–874. CrossrefGoogle Scholar
Skinner, E. A., & Pitzer, J. R.
(2012) Developmental dynamics of student engagement, coping, and everyday resilience. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21–44). Springer. CrossrefGoogle Scholar
Swain, M., & Lapkin, S.
(2001) Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 99–118). Routledge.Google Scholar
Sykes, J. M.
(2013) Multiuser virtual environments: Learner apologies in Spanish. In N. Taguchi & J. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp. 71–100). John Benjamins. CrossrefGoogle Scholar
Taguchi, T., Magid, M., & Papi, M.
(2009) The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp. 66–97). Multilingual Matters. CrossrefGoogle Scholar
Teimouri, Y., Goetze, J., & Plonsky, L.
(2019) Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41 (2), 363–387. CrossrefGoogle Scholar
Thompson, A. S.
(2017) Don’t tell me what to do! The anti-ought-to self and language learning motivation. System, 67 , 38–49. CrossrefGoogle Scholar
Torres, J., & Serafini, E. J.
(2016) Microevaluating learners’ task-specific motivation in a task-based business Spanish course. Hispania, 99 (2), 289–304. CrossrefGoogle Scholar
Wei, L.
(2018) Translanguaging as a practical theory of language. Applied Linguistics, 39 (1), 9–30. CrossrefGoogle Scholar
Zhang, X., Dai, S., & Ardasheva, Y.
(2020) Contributions of (de) motivation, engagement, and anxiety to English listening and speaking. Learning and Individual Differences, 79 . CrossrefGoogle Scholar
Ziegler, N., & Smith, G.
(2017) Teachers’ provision of feedback in L2 text-Chat: Cognitive, contextual, and affective factors. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach (pp. 256–279). John Benjamins. CrossrefGoogle Scholar