Second Language Acquisition

In second language (L2) acquisition research, understanding how learners process words across languages is crucial, with the translation priming paradigm consistently revealing that an L2 word can be processed significantly faster after a brief presentation of its translation equivalent in one’s first language (L1) but not vice versa. This study attempted to replicate Chen et al.’s (2014) investigation of translation priming asymmetry with Chinese-English bilinguals in an online environment using the Naodao crowdsourcing platform. We conducted three masked priming lexical decision experiments: two testing L1-to-L2 and L2-to-L1 priming with a 50-ms prime duration, and one examining L2-to-L1 priming with an extended 250-ms prime duration. Results showed that the classic asymmetry pattern was not fully reproducible in this online setting at 50-ms prime duration, with null effects in both directions. However, significant priming effects emerged with the extended prime presentation in the L2-to-L1 direction. These findings suggest that online implementation of timing-sensitive paradigms may require methodological adaptations.

In the past decade, researchers have been increasingly interested in understanding the process of language learning, in addition to the effect of instructional interventions on L2 performance gains (i.e., learning products). One goal of such investigations is to reveal the interplay between learning conditions, processes, and outcomes where, for example, certain conditions can promote attention to the learning targets, which in turn facilitates learning. However, the statistical modeling approach taken often does not align with the conceptualization of the complex relationships between these variables. Thus, in this paper, we introduce mediation analysis to SLA research. We offer a step-by-step, contextualized tutorial on the practical application of mediation analysis in three different research scenarios, each addressing a different research design using either simulated or open-source datasets. Our overall goal is to promote the use of statistical techniques that are consistent with the theorization of language learning processes as mediators.

We recruited a total of 209 in-person and 209 crowdsourced participants for comparison. Both groups completed the short versions of the Foreign Language Classroom Anxiety Scale and the Foreign Language Enjoyment Scale, provided their demographic and language learning background information, and completed the LexTALE test. Measurement invariance testing revealed that most (sub)constructs exhibited partial or full invariance, indicating stability in the measurement systems across both data collection settings. However, crowdsourced participants reported higher enjoyment and lower anxiety than in-person participants. These differences can be attributed to the more relaxed mental state of the crowdsourced participants who completed the survey outside of the classroom.