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Idahosa (pronounced ee-DOW-ssah) Ness is the founder of The Mimic Method language learning method and speaks five languages fluently - Spanish, French, Portuguese, German and Mandarin Chinese. He developed the system in 2010 while studying percussion in Rio de Janeiro, Brazil, and was struggling to learn Brazilian rhythms. The Mimic Method is unique in that the listener learns the new language by ear rather than by eye, and has helped thousands of individuals from around the world learn languages faster, understand more, and speak with a better accent. When we last talked to Idahosa in our 2016 Travel, Language Learning & The Mimic Method episode, we discussed how Idahosa started his location independent company and built a life for himself which combined his love of travel, language learning and entrepreurship. He has continued traveling and has visited the US, Hungary, Australia, Brazil and Portugal just in the past year! On this episode, we talk more about how know the language can add tremendous value to your travel experience, the pitfalls of traditional language learning models, and the importance of keeping language learning fun! If you enjoy the podcast, join the community on Facebook, Instagram + sign up for the monthly newsletter. This episode of the podcast is brought to you by YOU - this listener of the show! We just changed up our rewards on Patreon, and becoming a supporter of the show has never been better. Did someone say postcard from an exotic location? If you want to support the ongoing production of the show, please visit www.theworldwanderers.com/patreon/ Music Credits: www.bensound.com

Adults find learning new languages to be difficult. The proposed project uses a miniature language learning paradigm to explore whether learning a new language can be enhanced by speaking the language as opposed to just listening to it. Research has suggested an advantage of retrieval practice for learning; this is referred to as the “testing effect” (Rowland, 2014; Karpicke & Roediger, 2007). Recent work suggests that such benefits may extend to artificial language learning (Hopman & MacDonald, 2018). The proposed study examines whether retrieval practice enhances learning of a natural language (Turkish) relative to other methods. We introduce Turkish to naïve learners through a remote computer-assisted language learning (CALL) protocol that is delivered synchronously via Zoom where spoken dialogues are presented in structured tasks with immediate feedback. Across learning conditions, we vary the structure of the learning tasks in a between- subjects design, i.e., whether participants are required to retrieve from memory, verbally repeat, or just listen to inflected Turkish nouns and match them with pictures. Our CALL protocol resembles the miniature artificial language paradigms widely used in psycholinguistic research, but uses a natural language to increase external validity (Kempe & Brooks, 2016). That is, participants must grapple with unfamiliar phonological patterns as they learn Turkish vocabulary and grammar. Some participants may be invited back for a second CALL session (exploratory). In addition to manipulating the structure of the learning tasks, the proposed study examines how individual differences in language learning aptitude impact learning of Turkish nominal morphology (case making, number), with aptitude assessed via tests of nonverbal ability (Cattell & Cattell, 1973). Previous research (Brooks et al., 2006; DeKeyser, 2012) indicates possible aptitude by training interactions, with some language learners failing to benefit from conditions that are advantageous for others. This registration is an updated version of the following registration: https://osf.io/vucrh. Updates to the registration were made during data collection and prior to data analysis. Most of the registration remains the same except the following changes: 1. Data collection procedures, specifically recruitment methods, were updated. Recruitment was expanded to include college students outside of the subject pool but in the same university system. See Data collection procedures for more information. 2. The 'Experimenter_Instructions_for_running_virtual_study.md' was updated to include clearer steps for running the study. 3. The data exclusion and missing data sections were updated as we encountered a few instances where Pavlovia, the site where the online CALL is delivered, experienced a bug that was out of the control of the researchers. 4. The description of the coding scheme for the Exit Questionnaire was expanded in the 'Measured variables' and 'Transformations' sections. 5. Exclusion criteria was updated

This project is about predicting personality from LinkedIn profiles using machine learning and natural language processing.

English language learning (ELL) is crucial globally and takes place in formal education for many people. Interest and self-efficacy are considered critical to students’ learning experiences and academic performance across formal education. Previous research indicated that the two popular gamification elements (badges and leaderboards) have the potential to support students’ interest, self-efficacy development and academic performance. However, few prior studies were found empirically examining their effects on student interest, self-efficacy, and performance in especially ELL formal education settings. To address these gaps, this study intended to investigate how using badges and leaderboards simultaneously influenced students’ interest, self-efficacy, and academic performance in a secondary ELL course compared to non-gamification.

English language learning (ELL) is crucial globally and takes place in formal education for many people. Interest and self-efficacy are considered critical to students’ learning experiences and academic performance across formal education. Previous research indicated that the two popular gamification elements (badges and leaderboards) have the potential to support students’ interest, self-efficacy development and academic performance. However, few prior studies were found empirically examining their effects on student interest, self-efficacy, and performance in especially ELL formal education settings. To address these gaps, this study intended to investigate how using badges and leaderboards simultaneously influenced students’ interest, self-efficacy, and academic performance in a secondary ELL course compared to non-gamification.

Gestural behavior between mothers and young children was hypothesized to be important in the acquisition of communicative competence. It was presumed that a typology of gestural function could assess non-verbal behavior. Data consisted of sound film samples of feeding and bathing events of three subject pairs. Initially the children ranged in age from 19-21 months. The children exceeded their mothers in the use of gestural behavior at each time period and children's gestural behavior significantly decreased over time. Although maternal gestural behavior generally decreased over time, an increase at Time IV occurred. Mothers used gesture to assess and reinforce existing knowledge. Analysis of non-verbal behavior indicated that dissimilar gestural functions are expressed by similar motor acts and, conversely, that dissimilar motor acts express similar functions. Analysis of gestural functions subsumed equivalent to complementary verbal functional categories showed that children's gestures support linguistic skills. Some gestures were believed to map symbolic behavior, other non-symbolic gestures demonstrated reliance on non-verbal behavior to acquire skills of communicative competence. (Author)

This section contains conference papers on testing and evaluation in second language teaching. They include: "English Language Entrance Examinations in Japan: Problems and Solutions" (James Dean Brown); "Reliability and a Learner Style Questionnaire" (Dale T. Griffee); "Does It Work?" Evaluating Language Learning Tasks" (Rod Ellis); "Communicative Oral Testing" (Marion Delarche, Nicholas Marshall); "Evaluation of Gestures in Non-Verbal Communication" (Barry O'Sullivan); "Our Experiments in Oral Communication Tests" (Shuichi Yonezawa); "Simulations: A Tool for Testing 'Virtual Reality' in the Language Classroom" (Randall S. Davis); "Evaluation of Listening-Focused Classes" (Yoshinobu Niwa, Kazuo Iwata); and "Interpreting Teacher and Course Evaluations" (T. R. Honkomp). Individual papers contain references. (MSE)

The potential for computer-supported learning in educational contexts has opened up the possibilities for learners to interact in informal contexts outside the classroom. The context of the present research is a young American individual's vlog on YouTube sharing his experiences as a learner of French. This paper focuses on the potential use of vlogs for developing language speaking skills and intercultural exchanges between users. The aim of the study is to describe and analyse informal learning communication using a vlog between one American French Language learner posting his learning experiences on YouTube and his audience. We highlight learner's opportunities in terms of speaking and intercultural skills in a vlog environment. This study is based on an empirical method of collecting ecological data on the web. The qualitative data analysis method is based on the description of the online conversation (Develotte, Kern, & Lamy, 2011) in addition to interaction analysis and technodiscursive analysis (Paveau, 2015). We discuss the qualitative findings of the research conducted on this multimodal corpus in order to highlight the vlog's potential for supporting informal language learning, speaking and intercultural exchanges between YouTube users in a globalised world. [For the complete volume of short papers, see ED572005.]

This case study examines the learning, identity and language development experienced by "overage" 8th-grade students who have been left behind two or more years in their New York City middle school and are participating in an extended-day video documentary program. The students practise a range of literacy skills naturally embedded in the documentary production process. The topic they have chosen to explore through their video project is teen sex. This program seeks to create a vibrant and active learning space that is planting the seeds for what might grow into a sustained program of youth-generated media in their school. Observing and listening in on the students in this case illustrates practical applications of learning theories including multiple discourses, double abstraction, situated learning, and cognitive apprenticeships and proposes new possibilities for literacy development with low-performing students as well as the kind of hybrid informal/formal learning environments needed to support such development. (Contains 1 footnote.)

In the modern age of exponential knowledge growth and accelerating technological development, the need to engage in lifelong learning is becoming increasingly urgent. Successful lifelong learning, in turn, requires learner autonomy, or "the capacity to take control of one's own learning" (Benson, 2011, p. 58), including all relevant decisions about what, when, where, and how to learn. Mobile technologies, as not only potential means for learning anywhere and anytime but also conduits to rich, multimodal content, provide unprecedented opportunities for the development of learner autonomy. However, even when learners possess adequate training in mobile technology use and autonomy itself, implementation of mobile learning devices in the classroom often seems to engender little additional autonomous behavior. This paper highlights the differing constraints on learner autonomy in formal and informal learning environments. It then proposes an approach to encouraging greater demonstration of autonomy through an explicit linking of institutional requirements associated with routine lesson assignments and the achievement of personally meaningful, individually determined learning goals. Finally, it suggests the role that mobile technology can and properly ought to play in capacitating consistently high levels of demonstrated autonomy both inside and outside the classroom. [For the complete volume of short papers, see ED572005.]

The chapters in this edited volume cover a wide range of topics in theory, practice, and research and may be of interest to anyone concerned with the promotion of autonomy in language learning. There are 16 chapters divided into 5 parts. Part 1, "Setting the Agenda: Theory, Practice and Research," has 3 chapters: "Why Focus on Learning Rather than Teaching?" (David Little); "Why Focus on Learning Rather than Teaching? From Theory to Practice" (Leni Dam); and "Focus on Learning Rather than Teaching--With What Results?" (Lienhard Legenhausen). Part 2, "Some Examples of Practice," has 5 chapters: "Involving Learners in Their Own Learning--How to Get Started" (Tinne Seeman and Connie Tavares); "Learners' Favoured Activities in the Autonomous Classroom" (Hanne Thomsen); "Between a Rock and a Hard Place: The Interdependent Classroom" (Russell Whitehead); "Interdependence Can Help Independence" (Marion Geddes); and "Changing Attitudes Towards Treatment of Mistakes" (Leslie Bobb Wolff). Part 3, "Investigating Learners and Learning," has 4 chapters: "Learning Language Processes: Finding the Key to Learning Effectiveness and Learner Autonomy?" (Jane Nolan); "Towards Learner Autonomy in University Classrooms: The Role of Learners' Goals" (Jennifer Ridley); "Do They Mean What They Say? Learners Representations of Needs and Objectives" (Felicity Kjisik and Joan Nordlund); and "Self-Direction in Language Learning: What Does It Mean To Become Aware?" (Maria de los Angeles Clemente) Part 4, "Teachers and Teacher Training," has 3 chapters: "The Importance of Using the Target Language in the Classroom" (Lucie Betakova); "Focus on Interaction and Dialogue" (Jette Lentz) and "Developing Autonomy in Pre-Service Teacher Training Programme: A Case Study." (Jose Luis Vera-Batista). Part 5, "The Curriculum," consists of 1 chapter: "A Workshop to Develop Learner Autonomy" (Maria Candelaria Torres Diaz). Illustrations, tables, charts, and figures appear throughout the chapters. Each chapter contains references. (KFT)

English has been designated as a source of intercultural communication among the people from diverse linguistic and cultural backgrounds. A range of linguistic and cultural theories contribute meaningful insights on the development of competence in intercultural communication. The speculations suggest the use of communicative strategies focusing on the development of learners’ efficiency in communicating language through cultural context. However, the teaching of culture in communication has not been paid due importance in a number of academic and language settings of Pakistan and Iran. This assignment study indicates problems in view of teaching English as a medium of instruction in public sector colleges of interior Sindh, Pakistan and prescribed textbooks in Iranian schools. It also aims to identify drawbacks and shortcoming in prescribed textbooks for intermediate students at college level and schools. Therefore, the assignment study recommends integration of cultural awareness into a language teaching programme for an overall achievement of competence in intercultural communication.

A basic issue in second language (L2) teaching is whether the learner's first language (L1) should be used in the process. Differing views of language teaching authorities and various experiments carried out to test the use of translation in foreign language teaching are presented briefly. The author's experiment, involving teaching two groups of third-grade children patterns of Malay sentences by means of a Language Master Machine on which were pictures corresponding to sentences on a tape strip, is also described. The results seem to show that the group that learned the second language in a situation where the first language was excluded except for the instructions (the "Picture Group") actually showed the effects of a compound language system more markedly than the group that practiced through the medium of L1 (the "Translation Group"). The writer proposes to investigate further the use of L1 in L2 teaching and learning and the problem of acquiring and retaining meaning. Her experience with many children has shown that often they can repeat sentences and read quite well without any inkling of what they are saying. She feels that teachers may be inhibiting a "natural tendency" to translate, which may bring about a conflict between subconscious translation and overt injunction to think in the L2, with disastrous results to the acquisition of meaning. (AMM)

THE REPORT OF A MODERN LANGUAGE ASSOCIATION-SPONSORED CONFERENCE ON CHILDHOOD AND SECOND LANGUAGE LEARNING (MAY 5-6, 1956) SUMMARIZES THE DISCUSSIONS. THE TOPICS INCLUDE (1) HOW CHILDREN NORMALLY LEARN THEIR MOTHER TONGUE, (2) IMITATION AND ANALYSIS IN THE LANGUAGE LEARNING PROCESS, (3) RELATIONSHIPS BETWEEN THE LEARNING OF A FIRST AND A SECOND LANGUAGE, (4) THE ORDER OF THE ACQUISITION OF LANGUAGE SKILLS, (5) OPTIMUM AGE FOR BEGINNING THE LEARNING OF A SECOND LANGUAGE (BETWEEN AGES 4 AND 8), AND (6) THE BEST PRINTED SOURCES ON THE LANGUAGE LEARNING PROCESS. PARTICIPANTS INCLUDED FRANCES L. ILG, W.F. LEOPOLD, WILDER PENFIELD, JOSEPH KAVETSKY, FILOMENA PELORO, LAMAR ROBERTS, A.S. VAUGHN-THOMAS, AND URIEL WEINREICH. A STATEMENT BY ARNOLD GESELL AND FRANCES L. ILG ON DEVELOPMENTAL TRENDS IN LANGUAGE BEHAVIOR IS INCLUDED. (AF)

THE REPORT OF A MODERN LANGUAGE ASSOCIATION-SPONSORED CONFERENCE ON CHILDHOOD AND SECOND LANGUAGE LEARNING (MAY 5-6, 1956) SUMMARIZES THE DISCUSSIONS. THE TOPICS INCLUDE (1) HOW CHILDREN NORMALLY LEARN THEIR MOTHER TONGUE, (2) IMITATION AND ANALYSIS IN THE LANGUAGE LEARNING PROCESS, (3) RELATIONSHIPS BETWEEN THE LEARNING OF A FIRST AND A SECOND LANGUAGE, (4) THE ORDER OF THE ACQUISITION OF LANGUAGE SKILLS, (5) OPTIMUM AGE FOR BEGINNING THE LEARNING OF A SECOND LANGUAGE (BETWEEN AGES 4 AND 8), AND (6) THE BEST PRINTED SOURCES ON THE LANGUAGE LEARNING PROCESS. PARTICIPANTS INCLUDED FRANCES L. ILG, W.F. LEOPOLD, WILDER PENFIELD, JOSEPH KAVETSKY, FILOMENA PELORO, LAMAR ROBERTS, A.S. VAUGHN-THOMAS, AND URIEL WEINREICH. A STATEMENT BY ARNOLD GESELL AND FRANCES L. ILG ON DEVELOPMENTAL TRENDS IN LANGUAGE BEHAVIOR IS INCLUDED. (AF)

THE REPORT OF A MODERN LANGUAGE ASSOCIATION-SPONSORED CONFERENCE ON CHILDHOOD AND SECOND LANGUAGE LEARNING (MAY 5-6, 1956) SUMMARIZES THE DISCUSSIONS. THE TOPICS INCLUDE (1) HOW CHILDREN NORMALLY LEARN THEIR MOTHER TONGUE, (2) IMITATION AND ANALYSIS IN THE LANGUAGE LEARNING PROCESS, (3) RELATIONSHIPS BETWEEN THE LEARNING OF A FIRST AND A SECOND LANGUAGE, (4) THE ORDER OF THE ACQUISITION OF LANGUAGE SKILLS, (5) OPTIMUM AGE FOR BEGINNING THE LEARNING OF A SECOND LANGUAGE (BETWEEN AGES 4 AND 8), AND (6) THE BEST PRINTED SOURCES ON THE LANGUAGE LEARNING PROCESS. PARTICIPANTS INCLUDED FRANCES L. ILG, W.F. LEOPOLD, WILDER PENFIELD, JOSEPH KAVETSKY, FILOMENA PELORO, LAMAR ROBERTS, A.S. VAUGHN-THOMAS, AND URIEL WEINREICH. A STATEMENT BY ARNOLD GESELL AND FRANCES L. ILG ON DEVELOPMENTAL TRENDS IN LANGUAGE BEHAVIOR IS INCLUDED. (AF)

THE REPORT OF A MODERN LANGUAGE ASSOCIATION-SPONSORED CONFERENCE ON CHILDHOOD AND SECOND LANGUAGE LEARNING (MAY 5-6, 1956) SUMMARIZES THE DISCUSSIONS. THE TOPICS INCLUDE (1) HOW CHILDREN NORMALLY LEARN THEIR MOTHER TONGUE, (2) IMITATION AND ANALYSIS IN THE LANGUAGE LEARNING PROCESS, (3) RELATIONSHIPS BETWEEN THE LEARNING OF A FIRST AND A SECOND LANGUAGE, (4) THE ORDER OF THE ACQUISITION OF LANGUAGE SKILLS, (5) OPTIMUM AGE FOR BEGINNING THE LEARNING OF A SECOND LANGUAGE (BETWEEN AGES 4 AND 8), AND (6) THE BEST PRINTED SOURCES ON THE LANGUAGE LEARNING PROCESS. PARTICIPANTS INCLUDED FRANCES L. ILG, W.F. LEOPOLD, WILDER PENFIELD, JOSEPH KAVETSKY, FILOMENA PELORO, LAMAR ROBERTS, A.S. VAUGHN-THOMAS, AND URIEL WEINREICH. A STATEMENT BY ARNOLD GESELL AND FRANCES L. ILG ON DEVELOPMENTAL TRENDS IN LANGUAGE BEHAVIOR IS INCLUDED. (AF)

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

xxiv p., 3 l., [3]-456 p. 20 cm

This volume provides a timely focus on various aspects related to foreign language learning and teaching within the university context. It discusses current issues, such as: increasing popularity of English Medium Instruction (EMI), communication in English as a Lingua Franca, staying abroad, and provisions of English for professional or academic purposes. The chapters examine the (re)use of traditional methods and techniques to improve pedagogical practices in the new challenging contexts that arise due to contemporary social developments. The book aims at allowing readers to get better understanding of university students’ linguistic needs and to explore a number of practical pedagogical implications. It will be of interest to both researchers and practitioners working in the university context.

2 p., l., xx, [5]-51, [1] p. 23 cm

2 p., l., xx, [5]-51, [1] p. 23 cm

2 p., l., xx, [5]-51, [1] p. 23 cm

2 p., l., xx, [5]-51, [1] p. 23 cm

This critical review aims to describe the integrity of paraphrasing the theory or references and scientific journals that become references. The contribution of this research is as a reference and input to develop the creativity of critical thinking of the quoters. The method used is listening and analyzing the journal's contents as a source of data; critically identifying the parts of the journal containing quotations, direct quotations, and paraphrasing of the theories being referenced. The results of the critical review show several weaknesses, including several quotes that are not accompanied by relevant data and references, errors in citing reference sources. In addition, quotations or paraphrases have paid attention to the integrity of meaning with several techniques, namely complete and partial paraphrasing techniques. Partial is divided into two; according to the research formulation, the theory is paraphrased and several points of the combined theory are paraphrased because they are closely related and complementary. This critical review implies that it is a follow-up study to analyze the advantages and disadvantages of a scientific article based on relevant theories, studies, and previous research results.

This critical review aims to describe the integrity of paraphrasing the theory or references and scientific journals that become references. The contribution of this research is as a reference and input to develop the creativity of critical thinking of the quoters. The method used is listening and analyzing the journal's contents as a source of data; critically identifying the parts of the journal containing quotations, direct quotations, and paraphrasing of the theories being referenced. The results of the critical review show several weaknesses, including several quotes that are not accompanied by relevant data and references, errors in citing reference sources. In addition, quotations or paraphrases have paid attention to the integrity of meaning with several techniques, namely complete and partial paraphrasing techniques. Partial is divided into two; according to the research formulation, the theory is paraphrased and several points of the combined theory are paraphrased because they are closely related and complementary. This critical review implies that it is a follow-up study to analyze the advantages and disadvantages of a scientific article based on relevant theories, studies, and previous research results.

This critical review aims to describe the integrity of paraphrasing the theory or references and scientific journals that become references. The contribution of this research is as a reference and input to develop the creativity of critical thinking of the quoters. The method used is listening and analyzing the journal's contents as a source of data; critically identifying the parts of the journal containing quotations, direct quotations, and paraphrasing of the theories being referenced. The results of the critical review show several weaknesses, including several quotes that are not accompanied by relevant data and references, errors in citing reference sources. In addition, quotations or paraphrases have paid attention to the integrity of meaning with several techniques, namely complete and partial paraphrasing techniques. Partial is divided into two; according to the research formulation, the theory is paraphrased and several points of the combined theory are paraphrased because they are closely related and complementary. This critical review implies that it is a follow-up study to analyze the advantages and disadvantages of a scientific article based on relevant theories, studies, and previous research results.

This critical review aims to describe the integrity of paraphrasing the theory or references and scientific journals that become references. The contribution of this research is as a reference and input to develop the creativity of critical thinking of the quoters. The method used is listening and analyzing the journal's contents as a source of data; critically identifying the parts of the journal containing quotations, direct quotations, and paraphrasing of the theories being referenced. The results of the critical review show several weaknesses, including several quotes that are not accompanied by relevant data and references, errors in citing reference sources. In addition, quotations or paraphrases have paid attention to the integrity of meaning with several techniques, namely complete and partial paraphrasing techniques. Partial is divided into two; according to the research formulation, the theory is paraphrased and several points of the combined theory are paraphrased because they are closely related and complementary. This critical review implies that it is a follow-up study to analyze the advantages and disadvantages of a scientific article based on relevant theories, studies, and previous research results.

1 volume (unpaged) 28 cm

The celebrated Maestro Roger Nierenberg joins us to share about what it's like to conduct appearances for the National Symphony, the Opera Theatre of Saint Louis, the Detroit Symphony, the Saint Louis Symphony, the Baltimore Symphony, and many other great American orchestras.

The field of online language education is experiencing rapid growth, emphasizing the need to understand the factors that influence students' communication behavior in online learning environments across different learning modes. This study aims to explore the impact of satisfying basic psychological needs (autonomy, competence, and relatedness), in conjunction with Willingness to Communicate (WTC), on the quantity and quality of communication in both asynchronous and synchronous learning modes. Specifically, it examines how the fulfillment of each need uniquely influences these relationships in the various modes. Data were collected from high school students enrolled in an online language learning program. The Experience Sampling Methodology (ESM) was adopted to examine the situational learning experience across three learning units, including three time points for asynchronous learning and three for synchronous learning. Each ESM survey included measures assessing need satisfaction, WTC, and the quantity of communication. Additionally, students’ situational quality of communication was evaluated through their asynchronous writing assignments and observations of synchronous speaking. Complexity, accuracy, and fluency (CAF) measures were used to analyze these data, with T-unit analysis conducted for the writing assignments and teacher-rated evaluations for speaking performances. Multiple group comparison structural equation modeling analyses were performed to simultaneously estimate the differential impact of need satisfaction on communication across two modes. Competence and relatedness need satisfaction consistently predicted WTC in both modes, while autonomy need satisfaction only had a significant influence in asynchronous learning. This suggests that students' sense of autonomy and choice in communication may be particularly important in asynchronous settings. The relationship between relatedness need satisfaction and WTC was relatively higher in synchronous learning. Furthermore, the relationship between WTC and performance varied between asynchronous and synchronous learning environments. While WTC positively predicted communication quantity and fluency in both modes, its impact on complexity and accuracy was only observed in synchronous learning.

This metadata is linked to the study "Benefits of enacting and observing gestures on foreign language vocabulary learning: A systematic review and me-ta-analysis" and it contains the methods adopted in the study. The study conducted a systematic literature search and meta-analysis comparing benefits of the enactment and observation of gestures in the domain of L2 vocabulary learning. It had three main aims. First, it aimed to test whether gesture enactment is a more effective or equivalently effective learning strategy than gesture observation, as well as the size of the overall effect. Second, it aimed to examine effects of gesture enactment and observation on several L2 vocabulary learning outcomes including both free and cued recall vocabulary tests. Third, it aimed to assess whether benefits of gesture enactment and observation might be influenced by word concreteness and word type, the number of word repetitions during learning, and the overall number of L2 words presented.

Learning foreign languages, especially English, has become an important aspect of education in our globalized world. Furthermore, many jobs demand knowledge of languages other than English (LOTE; Hall, 2021). Thus, speaking a LOTE, in addition to English, can improve one’s access to different jobs that would not have been available otherwise. While foreign languages are often linked to success in jobs, they also entail another asset: Mastering a foreign language also opens opportunities to participate in cultural, political, or social activities and interactions. Hence, foreign language skills empower individuals in their abilities to explore the world. In doing so, people speaking foreign languages could contribute to international understanding. Therefore, it is meaningful to support foreign language learning. Especially, young adults volunteering abroad have many possibilities to learn a foreign language: volunteering abroad provides many situations for language learning in everyday life and when working with locals. Chehata (2013) identified the motivation to learn or improve a foreign language as one reason to volunteer abroad, but it is not known how volunteers learn a foreign language and if the motivation lasts throughout the voluntary service. In addition, little is known about how the motivations of volunteers abroad and students learning a foreign language at the university differ. It is important to differentiate between students who have spent some time abroad in the course of their education and those who have not, since otherwise the effects could be contorted. However, motivation to learn a foreign language is an important determinant of persistence and success (Noels et al., 2000) – therefore, we still need to better understand what motivates volunteers to learn a foreign language abroad. Thus, the aim of this research is investigating volunteers’ language learning motivation and foreign language activities. Theoretical Framework: Motivation, the Role of the Language, and Voluntary Work From the perspective of self-determination theory (SDT; Deci & Ryan, 2000), motivation is seen as a continuum between amotivation, extrinsic motivation and intrinsic motivation. In the educational context, three types of extrinsic motivation have been identified (Vallerand et al. 1989; Vallerand et al. 1992): externalized, introjected, and identified regulation. What type of motivational regulation individuals show depends on the fulfilment of the basic psychological needs (BPN): autonomy, relatedness, and competence (Ryan & Deci, 2018). The more the BPN are perceived as fulfilled, the like-lier people feel intrinsically motivated. In the field of language learning motivation and BPN some studies were conducted (Alamer & Lee, 2019; McEown et al., 2014; Noels et al., 1999; Noels et al., 2019; Oga-Baldwin et al., 2017). Both autonomy and competence highly correlated with integrated and intrinsic motivation while social relatedness was not examined. However, the majority of re-search about foreign language learning motivation includes English as a second language (L2) and focusses on pupils and students in East Asia (Boo et al., 2015). Hence, one has to address the question whether research findings and theories can be applied to LOTE and different populations. When comparing university students and volunteers, it is likely that differences in motivational pro-files will be evident. Research has shown that access to the L2 community and L2 input can shape the language learning experience (Gardner, 1985). While this is often intertwined with the study abroad context, researchers have also begun to consider integrating community-based service learning (CBSL) into the curriculum with the goal to enhance students communicative and cultural competence. CBSL is “a beneficial form of experiential education that combines meaningful community service with reflection and course instruction” (Medina & Gordon, 2014) and is mostly applied in the US for Spanish (Baker, 2019; Weldon & Trautmann, 2003). In Germany, some students opt for a yearlong voluntary service after high school, which is similar to CBSL but beyond the university context and without course instruction. While L2 input is very important, this can also be provided by L2 literacy activities (Sundqvist, 2009; Zhang et al., 2021). The engagement in L2 literacy activities is largely influenced by the language level and gender, but we still need to better understand the differences in motivation for different languages and groups. It is known that people are more motivated in listening to audios, since it requires lower language proficiency (Zhang et al., 2021), but we need to know if this also depends on different motivational orientations. Furthermore, Dörnyei and Al-Hoorie (2017) that language learning motivation differs between different languages with English language learning motivation to be more extrinsically motivated. This work addresses the following research question: to what extent are there differences in the motivational orientations and literacy activities in foreign language learning of students and volunteers towards foreign language learning and to what extent do these depend on the language learned and the BPN?

Many if not most words in English have multiple meanings – they are homonyms. Literature on effective methods of teaching the multiple meanings of words, however, remains scarce despite evidence that knowledge of homonyms can have positive effects on the language development of children with and without English as an additional language (EAL) (Booton et al., 2021). Vocabulary interventions capitalising on digital technologies are also rarely researched and could offer new opportunities for children’s learning of homonyms. Together with Gameloft, an app developing company, we designed a vocabulary learning game (Word Explorers) aimed at teaching homonyms. Homonyms are presented in two conditions: the two meanings of a word presented together (condition A) and the two meanings presented separately (condition B). Users play three different minigames within the Word Explorers game: Test, Presentation and Practice; in a progressive map of up to 99 levels. This is an adaptive game with progress conditions set within the algorithm. This study is an analysis of data generated by an international sample of current users of Applaydu, as they play the Word Explorers game within the app. In addition, demographic data of these users is collected through a short survey delivered via the app. This survey is targeted at parents/carers and includes questions regarding users’ age, gender, education, and language background.

The purpose of this study is to assess the impact of a gamified vocabulary learning intervention of a new language (Spanish), on the cognitive functioning and overall well-being of older adults with subjective memory complaints.

The purpose of this study is to assess the impact of a gamified vocabulary learning intervention of a new language (Spanish), on the cognitive functioning and overall well-being of older adults with subjective memory complaints.

For this preregistration the Open Stats Lab (OSL/PT) preregistration template was used. It will be uploaded as an attachment.

For this preregistration the Open Stats Lab (OSL/PT) preregistration template was used. It will be uploaded as an attachment.

For this preregistration the Open Stats Lab (OSL/PT) preregistration template was used. It will be uploaded as an attachment.

For this preregistration the Open Stats Lab (OSL/PT) preregistration template was used. It will be uploaded as an attachment.

For this preregistration the Open Stats Lab (OSL/PT) preregistration template was used. It will be uploaded as an attachment.

For this preregistration the Open Stats Lab (OSL/PT) preregistration template was used. It will be uploaded as an attachment.

This Study introduces a camera-based sign language detection system that bridges communication barriers for deaf and hard-of-hearing individuals. Unlike existing solutions requiring specialized sensors, our approach uses standard cameras with OpenCV for image capture and Convolutional Neural Networks for gesture recognition. The system processes hand movements in real-time, translating American Sign Language into text and speech through TensorFlow, MediaPipe, and the PYTTSX3 library. Experimental results demonstrate high accuracy across various environmental conditions and user variations. This accessible technology enables seamless communication between signing and non-signing individuals, promoting greater inclusion in educational, workplace, and public settings without requiring specialized equipment.  

This Study introduces a camera-based sign language detection system that bridges communication barriers for deaf and hard-of-hearing individuals. Unlike existing solutions requiring specialized sensors, our approach uses standard cameras with OpenCV for image capture and Convolutional Neural Networks for gesture recognition. The system processes hand movements in real-time, translating American Sign Language into text and speech through TensorFlow, MediaPipe, and the PYTTSX3 library. Experimental results demonstrate high accuracy across various environmental conditions and user variations. This accessible technology enables seamless communication between signing and non-signing individuals, promoting greater inclusion in educational, workplace, and public settings without requiring specialized equipment.  

This paper argues, using a feminist poststructuralist perspective, that second language acquisition (SLA) theorists have struggled to explore the relationship between the language learner and the social world because they do not question how structures of power in the social world impact on individual language learners and the opportunities they have to interact with target language speakers. It also reports on a study of the language learning experiences of five women immigrants to Canada. SLA theorists have failed to explore the extent to which sexism, racism, and elitism influence the kinds of opportunities second language learners have to practice the target language and how immigrant language learners are frequently marginalized by members of the target language community. The results of the case studies of immigrant women demonstrate that motivation, extroversion, and confidence are not fixed personality traits, but should be understood with reference to social relations of power that create the possibilities for language learners to speak. (Contains 17 references.) (MDM)

Three influences on second language learning, one individual (intelligence) and two sociocultural (social class and social context) are discussed. All three factors are seen as difficult to measure and resistant to change through deliberate educational policy action. Each is defined, particularly in relation to the language learning situation. Research on measurement of their effects is reviewed briefly, and several models are discussed. An alternative model is then described, postulating four types of relationships among these factors and language learning success: direct influence of intelligence and attitude on outcomes; interdependence of teaching techniques and student characteristics; qualitative influence of teaching activities on learning outcomes; and feedback between teacher and learner. Contains 17 references. (MSE)

Three influences on second language learning, one individual (intelligence) and two sociocultural (social class and social context) are discussed. All three factors are seen as difficult to measure and resistant to change through deliberate educational policy action. Each is defined, particularly in relation to the language learning situation. Research on measurement of their effects is reviewed briefly, and several models are discussed. An alternative model is then described, postulating four types of relationships among these factors and language learning success: direct influence of intelligence and attitude on outcomes; interdependence of teaching techniques and student characteristics; qualitative influence of teaching activities on learning outcomes; and feedback between teacher and learner. Contains 17 references. (MSE)

The Modern Language Aptitude Test (MLAT) was part of a project examining biographical, motivational, attitudinal, personality, and cognitive aptitude variables in 1,000 adult students preparing at the Foreign Service Institute for overseas assignments, with various subsamples completing different instruments. Data were analyzed using correlation, ANOVA, chi-square, and mulitple regression as appropriate to the data and research questions. The MLAT proved the best of the available predictors of language learning success. As part of an effort to expand the concept of language learning aptitude beyond the strictly cognitive, this study related the MLAT not only to end-of-training proficiency outcomes, but also to personality disposition, using both overall correlational data and information on extremely strong and weak learners. The MLAT has been found about equivalent in its current predictive power (based on correlation) to the time it was developed. In addition, it was found to be especially powerful at the extremes of performance as measured by speaking proficiency. Links between high MLAT scores and various other individual characteristics, including personality variables, emerged. Qualitative findings from use of MLAT part scores in student counseling also suggest utility for this well-established instrument beyond prediction of learning success. (Contains 45 references.) (Author/MSE)

A study investigated the effectiveness of tandem second language learning using electronic mail (e-mail). Tandem language learning refers to a partnership between two learners, each learning the other's native language. The underlying principles of reciprocity and learner autonomy are explored, use of asynchronous communication between individuals for language learning is discussed, and theory on communicative language learning and the role of writing in language learning is examined, and the study is presented. Subjects were seven dyads of native English- and native Spanish-speaking adults of varied second-language proficiency levels, located in Ireland, Denmark, and Spain. Data were drawn from analysis of e-mail messages and a survey of participants. Analysis focuses on choice of language, type of language used, nature of cultural exchange, style and quality of peer feedback, development of language usage awareness, communication strategies, and students' comments and attitudes. Conclusions and areas for further research are discussed. Contains 53 references. (MSE)

Many previous studies have identified "foreign language anxiety" and "motivation" as two important areas of applied linguistics. This study aims to evaluate the pertinent literature with also providing new information and justifications in past studies on learning anxiety and motivation. In this paper, the first section explains the concept of L2 anxiety and elaborates on the three most widely used classifications of learning anxiety: "trait anxiety," "state anxiety," and "situation-specific anxiety." Furthermore, according to the anxiety's impact on learners, it can be broadly divided into two types: "debilitating anxiety" and "facilitative anxiety." Then, the second section of this paper explains the concept of L2 motivation from the abstract to the concrete, divides learning motivation into two categories (i.e., "integrative motivation" and "instrumental motivation") by its importance to second language learning, and classifies them into two other different categories (i.e., "intrinsic motivation" and "extrinsic motivation") by introducing new theories. The last section summarizes the relationship between the independent variables of L2 anxiety and motivation, along with the dependent variable of L2 learning, and also the relationship between learning anxiety and language motivation, which provides some constructive suggestions to the students and teachers of related majors. Therefore, the contribution of this paper is to empower faculty to adapt their instruction to the motivation and anxiety of different students in various classes, which enables learners to strike a balance between motivation and anxiety in order to achieve effective and fruitful learning outcomes. [For the full proceedings, see ED656038.]