Second Language Acquisition

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. 

Jon Malone, Takehiro Iizuka and Zhiyan Deng have been awarded a total of seven dissertation grants, totaling more than $25,000. 

Malone received the prestigious Language Learning Dissertation Grant, the TIRF Doctoral Dissertation Grant and the Duolingo Dissertation Award. His dissertation project uses eye-tracking technology to investigate how second language learners acquire vocabulary through reading while listening. 

Iizuka, supported by the TOEFL Grant for Doctoral Research in Language Assessment and the Duolingo Doctoral Dissertation Award, examines the extent to which spoken and written vocabulary can be distinguished from each other from a measurement point of view, as well as their role in predicting listening and reading comprehension performance, respectively.

Deng was awarded both the TOEFL Grant for Doctoral Research in Language Assessment and the Duolingo Doctoral Dissertation Award. 

All three students are using the support for their research expenses.