Keywords
individual differences
quality control
meta-analysis
systematic review
How to Cite
Number of views: 1256
Number of downloads: 1014
Abstract
The aim of the present article is to provide a systematic review of qualitative studies in the leading journals of our field focusing on their distributional properties in the various journals as well as topic choice and selected quality control issues. In order to achieve this aim, we carried out a systematic review of research articles published in leading journals in our field, namely, Applied Linguistics, Language Learning, Language Teaching Research, Studies in Second Language Acquisition and Modern Language Journal between 2016 and 2020. Our sample contains 93 articles in which researchers employed qualitative research methods or mixed methods including a qualitative component. Our main results indicate that there is great variation among journals in terms of the number of qualitative studies. As for topic considerations, some traditional individual difference variables seem to have a dominant role, with cognitive processes involved in language acquisition gaining some ground as well. Concerning quality control issues, there could be room for improvement with regard to reporting the quality control measures, including the tools employed in the studies. Based on our results, we can conclude that a more systematic understanding of acceptable processes in the field of applied linguistics could increase not only the number of qualitative articles published but also their topical importance.
References
Acheson, K., Taylor, J., & Luna, K. (2016). The burnout spiral: The emotion labor of five rural US foreign language teachers. Modern Language Journal, 100(2), 522-537. https://doi.org/10.1111/modl.12333
Albert, Á., Dóczi, B., Csizér, K., & Piniel, K. (in press). The contribution of motivation and emotions to language learning autonomy in the Hungarian secondary school classroom: The results of a questionnaire study. In V. De Wilde & C. Goriot (Eds.), Individual differences in young second language learners. De Gruyter.
Albert, Á., & Piniel, K. (2021). Changes in students’ motivation, autonomy, self-efficacy, and emotions across a school year: Examining possible effects of switching to online education. In G. Tankó & K. Csizér (Eds.), DEAL 2021: Cur-rent explorations in English applied linguistics (pp. 265-298). Eötvös Loránd University.
Anderson, T. (2019). Reproductions of Chinese transnationalism: Ambivalent identities in study abroad. Applied Linguistics, 40(2), 228-247. https://doi.org/10.1093/applin/amx018
Back, M. (2016). Epistemics and expertise in peer tutoring interactions: Co‐constructing knowledge of Spanish. Modern Language Journal, 100(2), 508-521. https://doi.org/10.1111/modl.12334
Barkhuizen, G. (2017). Investigating language tutor social inclusion identities. Modern Language Journal, 101(S1), 61-75. https://doi.org/10.1111/modl.12369
Bell, P. K. (2017). Explicit and implicit learning: Exploring their simultaneity and immediate effectiveness. Applied Linguistics, 38(3), 297-317. https://doi.org/10.1093/applin/amv028
Brown, L. (2016). An activity-theoretic study of agency and identity in the study abroad experiences of a lesbian nontraditional learner of Korean. Applied Linguistics, 37(6), 808-827. https://doi.org/10.1093/applin/amu075
Burri, M., Chen, H., & Baker, A. (2017). Joint development of teacher cognition and identity through learning to teach L2 pronunciation. Modern Language Journal, 101(1), 128-142. https://doi.org/10.1111/modl.12388
Busse, V. (2017). Plurilingualism in Europe: Exploring attitudes toward English and other European languages among adolescents in Bulgaria, Germany, the Netherlands, and Spain. Modern Language Journal, 101(3), 566-582. https://doi.org/10.1111/modl.12415
Butler, Y. G. (2017). Motivational elements of digital instructional games: A study of young L2 learners’ game designs. Language Teaching Research, 21(6), 735-750. https://doi.org/10.1177/1362168816683560
Carroll, J. M., & Sapon, S. M. (1959). Modern language aptitude test. Psycho-logical Corporation.
Caras, A. S. L., & Leow, R. P. (2016). The effectiveness of guided induction versus deductive instruction on the development of complex Spanish gustar structures: An analysis of learning outcomes and processes. Studies in Second Language Acquisition, 38(2), 265-291. https://doi.org/10.1017/S0272263116000139
Charalambous, P., Charalambous, C., & Rampton, B. (2017). Desecuritizing Turkish: Teaching the language of a former enemy, and intercultural language education. Applied Linguistics, 38(6), 800-823. https://doi.org/10.1093/applin/amv063
Chen, Q., & Wright, C. (2017). Contextualization and authenticity in TBLT: Voices from Chinese classrooms. Language Teaching Research, 21(4), 517-538. https://doi.org/10.1177/1362168816639985
Chen, Y. S. (2016). Understanding the development of Chinese EFL learners’ email literacy through Exploratory Practice. Language Teaching Re-search, 20(2), 165-180. https://doi.org/10.1177/1362168814562014
Chong, S. W., & Plonsky, L. (2021a). A primer on qualitative research synthesis in TESOL. TESOL Quarterly, 55, 1024-1034. https://doi.org/10.1002/tesq.3030
Chong, S. W., & Plonsky, L. (2021b, June 15). A typology of secondary research in Applied Linguistics. https://doi.org/10.31219/osf.io/msjrh
Coffey, S. (2018). Choosing to study modern foreign languages: Discourses of value as forms of cultural capital. Applied Linguistics, 39(4), 462-480. https://doi.org/10.1093/applin/amw019
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Prentice Hall.
Creswell, J. W. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed). Sage.
Csíkszentmihályi, M., Abuhamdeh, S., & Nakamura, J. (2005). Flow. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp. 598-623). The Guilford Press.
Csizér, K., & Albert, Á. (2021). Trait and state perspectives of individual difference research. In S. Mercer & T. Gregersen (Eds.), The Routledge hand-book of psychology of language learning (pp. 339-349). Routledge.
Csizér, K., Albert, Á, & Piniel, K. (2021). The interrelationship of language learning autonomy, self-efficacy, motivation and emotions: The investigation of Hungarian secondary school students. In M. Pawlak (Ed.), Investigat-ing individual learner differences in second language learning (pp. 1-23). Springer.
Csizér, K., & Kontra, E. H. (2020). Foreign language learning characteristics of deaf and severely hard‐of‐hearing students. Modern Language Journal, 104(1), 233-249. https://doi.org/10.1111/modl.12630
Culpeper, J., & Kan, Q. (2020). Communicative styles, rapport, and student engagement: An online peer mentoring scheme. Applied Linguistics, 41(5), 756-786. https://doi.org/10.1093/applin/amz035
Dávila, L. T. (2019). “J’aime to be funny!:” Humor, learning, and identity construction in high school English as a second language classrooms. Modern Language Journal, 103(2), 502-514. https://doi.org/10.1111/modl.12557
Delamont, S. (Ed.). (2012). Handbook of qualitative research in education. Edward Elgar Publishing.
Denzin, N. K. (1989). The research act: A theoretical introduction to sociological methods. Prentice Hall.
Dewaele, J.-M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of FL learning? In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 215-236). Multilingual Matters.
Donaghue, H. (2020). Teachers and supervisors negotiating identities of experience and power in feedback talk. Modern Language Journal, 104(2), 401-417. https://doi.org/10.1111/modl.12633
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Dörnyei. Z., & Ryan, S. (2015). The psychology of the language learner revisit-ed. Routledge.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Longman.
Ellis, R. (2018). Reflections on task-based teaching. Multilingual Matters.
Ender, A. (2016). Implicit and explicit cognitive processes in incidental vocabulary acquisition. Applied Linguistics, 37(4), 536-560. https://doi.org/10.1093/applin/amu051
Fang, F., & Baker, W. (2018). ‘A more inclusive mind towards the world’: English language teaching and study abroad in China from intercultural citizenship and English as a lingua franca perspectives. Language Teaching Research, 22(5), 608-624. https://doi.org/10.1177/1362168817718574
Flick, U. (2018). Designing qualitative research. Sage.
Fraenkel, J. R., Wallen, N.E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill Inc.
Fukuta, J. (2016). Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research, 20(3), 321-340. https://doi.org/10.1177/1362168815570142
Gkonou, C., & Miller, E. R. (2019). Caring and emotional labor: Language teachers’ engagement with anxious learners in private language school classrooms. Language Teaching Research, 23(3), 372-387. https://doi.org/10.1177/1362168817728739
Godfroid, A. (2016). The effects of implicit instruction on implicit and explicit knowledge development. Studies in Second Language Acquisition, 38(2), 177-215. https://doi.org/10.1017/S0272263115000388
Graus, J., & Coppen, P. A. (2017). The interface between student teacher grammar cognitions and learner‐oriented cognitions. Modern Language Journal, 101(4), 643-668. https://doi.org/10.1111/modl.12427
Graus, J., & Coppen, P. A. (2018). Influencing student teacher grammar cogni-tions: The case of the incongruous curriculum. Modern Language Journal, 102(4), 693-712. https://doi.org/10.1111/modl.12510
Gu, M. M., & Canagarajah, S. (2018). Harnessing the professional value of a transnational disposition: Perceptions of migrant English language teachers in Hong Kong. Applied Linguistics, 39(5), 718-740. https://doi.org/10.1093/applin/amw048
Guba, E. (1981). Criteria for assessing the trustworthiness of naturalistic in-quires. Educational Communication and Technology Journal, 29(2), 75-91. https://doi.org/10.1007/BF02766777
Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A class-room‐oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77. https://doi.org/10.1002/j.1545-7249.2008.tb00207.x
Gurzynski-Weiss, L. (2016). Factors influencing Spanish instructors’ in‐class feed-back decisions. Modern Language Journal, 100(1), 255-275. https://doi.org/10.1111/modl.12314
Heigham, J. & Croker, R. (Eds.). (2009). Qualitative research in applied linguistics: A practical introduction. Palgrave MacMillan.
Henry, A., & Davydenko, S. (2020). Thriving? Or surviving? An approach-avoidance perspective on adult language learners’ motivation. Modern Language Journal, 104(2), 363-380. https://doi.org/10.1111/modl.12635
Henry, A., & Thorsen, C. (2018). Teacher-student relationships and L2 motivation. Modern Language Journal, 102(1), 218-241. https://doi.org/10.1111/modl.12446
Henry, A., & Thorsen, C. (2020). Disaffection and agentic engagement: “Redesigning” activities to enable authentic self-expression. Language Teaching Research, 24(4), 456-475. https://doi.org/10.1177/1362168818795976
Higgins, C., & Ponte, E. (2017). Legitimating multilingual teacher identities in the mainstream classroom. Modern Language Journal, 101(S1), 15-28. https://doi.org/10.1111/modl.12372
Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study. Modern Language Journal, 101(4), 669-690. https://doi.org/10.1111/modl.12433
Hlas, A. C., Neyers, K., & Molitor, S. (2019). Measuring student attention in the second language classroom. Language Teaching Research, 23(1), 107-125. https://doi.org/10.1177/1362168817713766
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132.
Howitt, D. (2016). Introduction to qualitative research methods in psychology (3rd ed.). Pearson.
Jackson, D. O., & Cho, M. (2018). Language teacher noticing: A socio-cognitive window on classroom realities. Language Teaching Research, 22(1), 29-46. https://doi.org/10.1177/1362168816663754
Jing–Schmidt, Z., Zhang, Z., & Chen, J.-Y. (2016). Identity development in the ancestral homeland: A Chinese heritage perspective. Modern Language Journal, 100(4), 797-812. https://doi.org/10.1111/modl.12348
Jung, J., & Révész, A. J. (2018). The effects of reading activity characteristics on L2 reading processes and noticing of glossed constructions. Studies in Second Language Acquisition, 40(4), 755-780. https://doi.org/10.1017/S0272263118000165
Jung, Y., Kim, Y., Lee, H., Cathey, R., Carver, J., & Skalicky, S. (2019). Learner perception of multimodal synchronous computer-mediated communication in foreign language classrooms. Language Teaching Research, 23(3), 287-309. https://doi.org/10.1177/1362168817731910
Kamiya, N. (2018). The effect of learner age on the interpretation of the non-verbal behaviors of teachers and other students in identifying questions in the L2 classroom. Language Teaching Research, 22(1), 47-64. https://doi.org/10.1177/1362168816658303
Kartchava, E., Gatbonton, E., Ammar, A., & Trofimovich, P. (2020). Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices. Language Teaching Research, 24(2), 220-249. https://doi.org/10.1177/1362168818787546
Kibler, A. K., Karam, F. J., Futch Ehrlich, V. A., Bergey, R., Wang, C., & Molloy Elreda, L. (2018). Who are ‘long-term English learners’? Using classroom interactions to deconstruct a manufactured learner label. Applied Linguistics, 39(5), 741-765. https://doi.org/10.1093/applin/amw039
Kim, J., & Nassaji, H. (2018). Incidental focus on form and the role of learner extraversion. Language Teaching Research, 22(6), 698-718. https://doi.org/10.1177/1362168817699642
Kormos, J., & Csizér, K. (2014). Longitudinal changes in the interaction of motivation and inter-cultural contact in a study abroad context. In J. Horváth & P. Medgyes (Eds), Studies in honor of Marianne Nikolov (pp. 9-22). Lin-gua Franca Csoport.
Kormos, J., & Préfontaine, Y. (2017). Affective factors influencing fluent performance: French learners’ appraisals of second language speech tasks. Language Teaching Research, 21(6), 699-716. https://doi.org/10.1177/1362168816683562
Kremmel, B., Brunfaut, T., & Alderson, J. C. (2017). Exploring the role of phraseological knowledge in foreign language reading. Applied Linguistics, 38(6), 848-870. https://doi.org/10.1093/applin/amv070
Krulatz, A., Steen-Olsen, T., & Torgersen, E. (2018). Towards critical cultural and linguistic awareness in language classrooms in Norway: Fostering respect for diversity through identity texts. Language Teaching Research, 22(5), 552-569. https://doi.org/10.1177/1362168817718572
Lambert, C., & Zhang, G. (2019). Engagement in the use of English and Chinese as foreign languages: The role of learner‐generated content in instructional task design. Modern Language Journal, 103(2), 391-411. https://doi.org/10.1111/modl.12560
Lazaraton, A. (2003). Evaluative criteria for qualitative research in applied linguistics: Whose criteria and whose research? Modern Language Journal, 87(1), 1-12.
Lee, I., Mak, P., & Burns, A. (2016). EFL teachers’ attempts at feedback innovation in the writing classroom. Language Teaching Research, 20(2), 248-269. https://doi.org/10.1177/1362168815581007
Lee, M. K., & Evans, M. (2019). Investigating the operating mechanisms of the sources of L2 writing self‐efficacy at the stages of giving and receiving peer feedback. Modern Language Journal, 103(4), 831-847. https://doi.org/10.1111/modl.12598
Lee, S. H., & Kinginger, C. (2018). Narrative remembering of intercultural en-counters: A case study of language program reintegration after study abroad. Modern Language Journal, 102(3), 578-593. https://doi.org/10.1111/modl.12505
Long, M. (2014). Second language acquisition and task-based language teaching. John Wiley & Sons.
López-Serrano, S., de Larios, J. R., & Manchón, R. M. (2019). Language reflection fostered by individual L2 writing tasks. Studies in Second Language Acquisition, 41(3), 503-527. https://doi.org/10.1017/S0272263119000275
Louw, S., Watson Todd, R., & Jimarkon, P. (2016). Teacher trainers’ beliefs about feedback on teaching practice: Negotiating the tensions between authoritativeness and dialogic space. Applied Linguistics, 37(6), 745-764. https://doi.org/10.1093/applin/amu062
Lowie, W. M., & Verspoor, M. H. (2019). Individual differences and the ergodicity problem. Language Learning, 69(S1), 184-206.
Macaro, E., Tian, L., & Chu, L. (2020). First and second language use in English medium instruction contexts. Language Teaching Research, 24(3), 382-402. https://doi.org/10.1177/1362168818783231
MacIntyre, P. D., Baker, S. C., & Sparling, H. (2017). Heritage passions, heritage convictions, and the rooted L2 self: Music and Gaelic language learning in Cape Breton, Nova Scotia. Modern Language Journal, 101(3), 501-516. https://doi.org/10.1111/modl.12417
MacIntyre, P. D., Burns, C., & Jessome, A. (2011). Ambivalence about communicating in a second language: A qualitative study of French immersion students’ willingness to communicate. Modern Language Journal, 95, 81-96.
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, 545-562.
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283-305.
MacIntyre, P. D., & Legatto, J. (2011). A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32(2), 149-171.
Marshall, K. L., & Bokhorst-Heng, W. D. (2020). Canadian immersion students’ investment in French. Modern Language Journal, 104(3), 601-617. https://doi.org/10.1111/modl.12663
McGregor, J., & Fernández, J. (2019). Theorizing qualitative interviews: Two autoethnographic reconstructions. Modern Language Journal, 103(1), 227-247. https://doi.org/10.1111/modl.12541
Miller, E. R., Morgan, B., & Medina, A. L. (2017). Exploring language teacher identity work as ethical self‐formation. Modern Language Journal, 101(S1), 91-105. https://doi.org/10.1111/modl.12371
Miranda, J. L., Wells, J. C., & Jenkins, A. (2019). Preparing special education teacher candidates to teach English language learners with disabilities: How well are we doing? Language Teaching Research, 23(3), 330-351. https://doi.org/10.1177/1362168817730665
Mirhosseini, S. A. (2020). Doing qualitative research in language education. Springer Nature.
Mitchell, R., Tracy-Ventura, N., & Huensch, A. (2020). After study abroad: The maintenance of multilingual identity among Anglophone languages graduates. Modern Language Journal, 104(2), 327-344. https://doi.org/10.1111/modl.12636
Moore, A. R. (2019). Interpersonal factors affecting queer second or foreign language learners’ identity management in class. Modern Language Journal, 103(2), 428-442. https://doi.org/10.1111/modl.12558
Mori, Y. (1999). Epistemological beliefs and language learning beliefs: What do language learners believe about their learning? Language Learning, 49(3), 377-415.
Mori, J., & Sanuth, K. K. (2018). Navigating between a monolingual utopia and translingual realities: Experiences of American learners of Yorùbá as an additional language. Applied Linguistics, 39(1), 78-98. https://doi.org/10.1093/applin/amx042
Nagle, C. (2018). Motivation, comprehensibility, and accentedness in L2 Spanish: Investigating motivation as a time‐varying predictor of pronunciation development. Modern Language Journal, 102(1), 199-217. https://doi.org/10.1111/modl.12461
Nagle, C., Trofimovich, P., & Bergeron, A. (2019). Toward a dynamic view of second language comprehensibility. Studies in Second Language Acquisition, 41(4), 647-672. https://doi.org/10.1017/S0272263119000044
Nakatsukasa, K. (2016). Efficacy of recasts and gestures on the acquisition of locative prepositions. Studies in Second Language Acquisition, 38(4), 771-799. https://doi.org/10.1017/S0272263115000467
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Papi, M., & Hiver, P. (2020). Language learning motivation as a complex dynamic system: A global perspective of truth, control, and value. Modern Language Journal, 104(1), 209-232. https://doi.org/10.1111/modl.12624
Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Sage.
Pawlak, M., Mystkowska-Wiertelak, A., & Bielak, J. (2016). Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective. Language Teaching Research, 20(5), 654-671. https://doi.org/10.1177/1362168815609615
Pekarek Doehler, S., & Berger, E. (2018). L2 interactional competence as increased ability for context-sensitive conduct: A longitudinal study of story-openings. Applied Linguistics, 39(4), 555-578. https://doi.org/10.1093/applin/amw021
Perera, K. (2019). “Cracking a strange veiled code:” Language learning experiences of North Americans in South Asia. Applied Linguistics, 40(1), 132-151. https://doi.org/10.1093/applin/amx013
Pfenninger, S. E. (2020). The dynamic multicausality of age of first bilingual language exposure: Evidence from a longitudinal content and language integrated learning study with dense time serial measurements. Modern Language Journal, 104(3), 662-686. https://doi.org/10.1111/modl.12666
Pfenninger, S. E., & Singleton, D. (2021). Is there a best age for second language learning? Evidence from across the lifespan. In R. Woore & E. Macaro (Eds.), Debates in modern language education (pp. 52-65). Routledge.
Phung, L. (2017). Task preference, affective response, and engagement in L2 use in a US university context. Language Teaching Research, 21(6), 751-766. https://doi.org/10.1177/1362168816683561
Plonsky, L., & Derrick, D. J. (2016). A meta-analysis of reliability coefficients in second language research. Modern Language Journal, 100, 538-553.
Poupore, G. (2016). Measuring group work dynamics and its relation with L2 learners’ task motivation and language production. Language Teaching Research, 20(6), 719-740. https://doi.org/10.1177/1362168815606162
Poupore, G. (2018). A complex systems investigation of group work dynamics in L2 interactive tasks. Modern Language Journal, 102(2), 350-370. https://doi.org/10.1111/modl.12467
Prosic-Santovac, D. (2017). Popular video cartoons and associated branded toys in teaching English to very young learners: A case study. Language Teaching Research, 21(5), 568-588. https://doi.org/10.1177/1362168816639758
Qiu, X., & Lo, Y. Y. (2017). Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use. Language Teaching Re-search, 21(6), 681-698. https://doi.org/10.1177/1362168816684368
Rallies, S. F., & Rossman, G. B. (2009). Ethics and trustworthiness. In J. Heigham & R. Croker, (Eds.). Qualitative research in applied linguistics: A practical introduction (pp. 263-287). Palgrave MacMillan.
Reid, J. M. (Ed.). (1995). Learning styles in the ESL/EFL classroom. Heinle & Heinle.
Révész, A., Michel, M., & Lee, M. (2019). Exploring second language writers’ pausing and revision behaviors: A mixed-methods study. Studies in Second Lan-guage Acquisition, 41(3), 605-631. https://doi.org/10.1017/S027226311900024X
Richards, K. (2009). Interviews. In J. Heigham & R. Croker, (Eds.). Qualitative re-search in applied linguistics: A practical introduction (pp. 182-199). Palgrave MacMillan.
Robinson, P. (1995). Attention, memory, and the “noticing” hypothesis. Language Learning, 45(2), 283-331.
Robinson, P. (2012). Individual differences, aptitude complexes, SLA processes, and aptitude test development. In M. Pawlak (Ed.), New perspectives on individual differences in language learning and teaching (pp. 57-76). Springer Nature.
Rothbauer, P. (2008) Triangulation. In L. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 892-894). Sage.
Ryan, S. (2019). Motivation as an individual difference. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.), Palgrave Macmillan handbook of motivation for language learning (pp. 163-182). Palgrave.
Sasaki, M., Mizumoto, A., & Murakami, A. (2018). Developmental trajectories in L2 writing strategy use: A self‐regulation perspective. Modern Language Journal, 102(2), 292-309. https://doi.org/10.1111/modl.12469
Sato, M. (2017). Interaction mindsets, interactional behaviors, and L2 development: An affective‐social‐cognitive model. Language Learning, 67(2), 249-283. https://doi.org/10.1111/lang.12214
Sato, T., & McNamara, T. (2019). What counts in second language oral com-munication ability? The perspective of linguistic laypersons. Applied Linguistics, 40(6), 894-916. https://doi.org/10.1093/applin/amy032
Sauer, L., & Ellis, R. (2019). The social lives of adolescent study abroad learners and their L2 development. Modern Language Journal, 103(4), 739-762. https://doi.org/10.1111/modl.12589
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
Schmidt, R. W. (2010). Attention, awareness, and individual differences in language learning. In W. M. Chan, S. Chi, K. N. Cin, J. Istanto, M. Nagami, J. W. Sew, T. Suthiwan, & I. Walker (Eds.), Proceedings of CLaSIC 2010, Singapore, December 2-4 (pp. 721-737). Singapore University of Singapore, Centre for Language Studies.
Schwartz, M., & Gorbatt, N. (2017). “There is no need for translation: She understands:” Teachers’ mediation strategies in a bilingual preschool classroom. Modern Language Journal, 101(1), 143-162. https://doi.org/10.1111/modl.12384
Shernoff, D. J. (2013). Optimal learning environments to promote student engagement. Springer
Spada, N., & Frolich, M. (1995). COLT observation scheme: Communicative orientation of language teaching coding conventions. National Centre for English Language Teaching and Research.
Stranger-Johannessen, E., & Norton, B. (2017). The African storybook and language teacher identity in digital times. Modern Language Journal, 101(S1), 45-60. https://doi.org/10.1111/modl.12374
Tannenbaum, M., Michalovich, A., & Shohamy, E. (2020). Toward a new multi-lingual educational policy in Israel: Attitudes and perceptions of teachers and students. Modern Language Journal, 104(3), 581-600. https://doi.org/10.1111/modl.12667
Tavakoli, P., & Hunter, A. M. (2018). Is fluency being ‘neglected’ in the class-room? Teacher understanding of fluency and related classroom practices. Language Teaching Research, 22(3), 330-349. https://doi.org/10.1177/13 62168817708462
Teimouri, Y. (2017). L2 selves, emotions, and motivated behaviors. Studies in Second Language Acquisition, 39(4), 681-709. https://doi.org/10.1017/S0272263116000243
Teo, T., Hoi, C. K. W., Gao, X., & Lv, L. (2019). What motivates Chinese university students to learn Japanese? Understanding their motivation in terms of “posture.” Modern Language Journal, 103(1), 327-342. https://doi.org/10.1111/modl.12546
Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative inquiry, 16(10), 837-851.
Tracy, S. J. (2019). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. John Wiley & Sons.
Umino, T., & Benson, P. (2016). Communities of practice in study abroad: A four‐year study of an Indonesian student’s experience in Japan. Modern Language Journal, 100(4), 757-774. https://doi.org/10.1111/modl.12351
Ushioda, E. (2001). Language learning at university: Exploring the role of motivational thinking. In Z. Dörnyei, & R. Schmidt (Eds.), Motivation and second language acquisition (Technical Report # 23, pp. 93-125). University of Hawai’i, Second Language Teaching & Curriculum Center.
Uzum, B. (2017). Uncovering the layers of foreign language teacher socialization: A qualitative case study of Fulbright language teaching assistants. Language Teaching Research, 21(2), 241-257. https://doi.org/10.1177/1362168815614338
Van Compernolle, R. A. (2019). Constructing a second language sociolinguistic repertoire: A sociocultural usage-based perspective. Applied Linguistics, 40(6), 871-893. https://doi.org/10.1093/applin/amy033
Welch, C., & Piekkari, R. (2006). Crossing language boundaries: Qualitative interviewing in international business. Management International Review, 46(4), 417-437.
White, C. J. (2018). Agency and emotion in narrative accounts of emergent conflict in an L2 classroom. Applied Linguistics, 39(4), 579-598. https://doi.org/10.1093/applin/amw026
Wolff, D., & De Costa, P. I. (2017). Expanding the language teacher identity landscape: An investigation of the emotions and strategies of a NNEST. Modern Language Journal, 101(S1), 76-90. https://doi.org/10.1111/modl.12370
Woodrow, L. (2005). The challenge of measuring language learning strategies. Foreign Language Annals, 38(1), 90-99.
Wu, C. H. (2018). Intercultural citizenship through participation in an international service-learning program: A case study from Taiwan. Language Teaching Re-search, 22(5), 517-531. https://doi.org/10.1177/1362168817718573
Yang, X., & Tao, X. (2018). Comparing discourse behaviors of a high‐rated and a low‐rated Chinese EFL teacher: A systemic functional perspective. Modern Language Journal, 102(3), 594-610. https://doi.org/10.1111/modl.12495
Yashima, T., MacIntyre, P. D., & Ikeda, M. (2018). Situated willingness to communicate in an L2: Interplay of individual characteristics and context. Language Teaching Research, 22(1), 115-137. https://doi.org/10.1177/1362168816657851
Yeldham, M., & Gruba, P. (2016). The development of individual learners in an L2 listening strategies course. Language Teaching Research, 20(1), 9-34. https://doi.org/10.1177/1362168814541723
Zheng, X. (2017). Translingual identity as pedagogy: International teaching assistants of English in college composition classrooms. Modern Language Journal, 101(S1), 29-44. https://doi.org/10.1111/modl.12373
Zheng, Y., Lu, X., & Ren, W. (2020). Tracking the evolution of Chinese learners’ multilingual motivation through a longitudinal Q methodology. Modern Language Journal, 104(4), 781-803. https://doi.org/10.1111/modl.12672
License
1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.
2. The Author grants the Publisher non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern Attribution 4.0 International (CC BY 4.0) as well as another language version of this license or any later version published by Creative Commons.
3. The Author grants the Publisher permission to reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
4. The Author grants the Publisher permission to send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases.
5. The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:
5.1. allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made, based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the Attribution 4.0 International (CC BY 4.0) Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;
5.2. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.3. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
6. Because of the royalty-free provision of services of the Author (resulting from the scope of obligations stipulated in the present Agreement), the Author shall not be entitled to any author’s fee due and payable on the part of the Publisher (no fee or royalty is payable by the Publisher to the Author).
7.1. In the case of third party claims or actions for indemnity against the Publisher owing to any infractions related to any form of infringement of intellectual property rights protection, including copyright infringements, the Author is obliged to take all possible measures necessary to protect against these claims and, when as a result of legal action, the Publisher, or any third party licensed by the Publisher to use the Work, will have to abandon using the Work in its entirety or in part or, following a court ruling in a legal challenge, to pay damages to a third party, whatever the legal basis
7.2. The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.
7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.