Studies in Second Language Learning and Teaching 2021-06-24T13:56:07+00:00 Mirosław Pawlak Open Journal Systems <h4>Founding Editor and Editor in Chief</h4> <p>Mirosław Pawlak (Adam Mickiewicz University, Kalisz, Poland) <a href=""></a></p> <h4>Editors</h4> <p>Jakub Bielak (Adam Mickiewicz University, Kalisz, Poland) <a href=""></a></p> <p>Mariusz Kruk (University of Zielona Góra, Poland) <a href=""></a></p> <p>Chengchen Li (Huazhong University of Science and Technology, Wuhan, China)</p> <p><a href=""></a></p> <p>Aleksandra Wach (Adami Mickiewicz University, Poznań, Poland) <a href=""></a></p> <p>Joanna Zawodniak (University of Zielona Góra, Poland) <a href=""></a></p> <h4>Language Editor</h4> <p>Melanie Ellis, Pedagogical University of Kraków, Poland</p> <p>&nbsp;</p> <p><strong>INTRODUCTION:</strong></p> <div class="oczasopismie"> <p>Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. Submissions are subjected to an anonymous review process conducted by at least two referees who may be members of the Editorial Board and other leading specialists in the field. Authors are notified of acceptance or rejection of their papers within three months of the submission date.</p> <ul> <li class="show"><a href="/index.php/ssllt/about" target="_blank" rel="noopener">ABOUT THE JOURNAL</a></li> <li class="show"><a href="/index.php/ssllt/issue/current" target="_blank" rel="noopener">CURRENT ISSUE</a></li> <li class="show"><a href="/index.php/ssllt/issue/archive" target="_blank" rel="noopener">ARCHIVES</a></li> </ul> <p><strong>INDEXED IN:</strong></p> <p>Social Sciences Citation Index (WoS Core Collection); Journal Citation Reports Social Sciences (WoS); Scopus; European Reference Index for the Humanities (ERIH PLUS); Education Resources Information Center (ERIC); Index Copernicus; Central and Eastern European Online Library (CEEOL); The Central European Journal of Social Sciences and Humanities (CEJSH); The MLA International Bibliography; The MLA Directory of Periodicals; Directory of Open Access Journals (DOAJ); EBSCO; Linguistic Abstracts;&nbsp; WorldCat (OCLC); Current Contents – Social and Behavioral Sciences (WoS); Essential Science Indicators (WoS)</p> <h4>&nbsp;</h4> <h4>Editorial Board</h4> <p>Ali Al-Hoorie, Royal Commission for Jubail and Yanbu, Jubail, Saudi Arabia</p> <p>Larissa Aronin, Oranim Academic College of Education, Israel, Trinity College, Dublin, Ireland</p> <p>Helen Basturkmen, University of Auckland, New Zealand</p> <p>Adriana Biedroń, Pomeranian University, Słupsk, Poland</p> <p>Simon Borg, University of Leeds, UK</p> <p>Anne Burns, Aston University, Birmingham,UK, University of New South Wales, Sydney, Australia</p> <p>Anna Cieślicka, Texas A&amp;M International University, Laredo, USA</p> <p>Kata Csizér, Eötvös Loránd University, Budapest, Hungary</p> <p>Maria Dakowska, University of Warsaw, Poland</p> <p>Robert DeKeyser, University of Maryland, USA</p> <p>Jean-Marc Dewaele, Birkbeck College, University of London, UK</p> <p>Zoltán Dörnyei, University of Nottingham, UK</p> <p>Krystyna Droździał-Szelest, Adam Mickiewicz University, Poznań, Poland</p> <p>Rod Ellis, Curtin University, Perth, Australia</p> <p>Danuta Gabryś-Barker, University of Silesia, Poland</p> <p>Tammy Gregersen, American University of Sharjah, United Arab Emirates</p> <p>Carol Griffiths, University of Leeds, UK, AIS, Auckland, New Zealand</p> <p>Rebecca Hughes, University of Nottingham, UK</p> <p>Hanna Komorowska, University of Social Sciences and Humanities, Warsaw, Poland</p> <p>Terry Lamb, University of Westminster, London, UK</p> <p>Diane Larsen-Freeman, University of Michigan, USA</p> <p>Barbara Lewandowska-Tomaszczyk, State University of Applied Sciences, Konin, Poland</p> <p>Jan Majer, State University of Applied Sciences, Włocławek, Poland</p> <p>Paul Meara, Swansea University, UK</p> <p>Sarah Mercer, University of Graz, Austria</p> <p>Anna Michońska-Stadnik, University of Wrocław, Poland</p> <p>Carmen Muñoz, University of Barcelona, Spain</p> <p>Anna Niżegorodcew, Jagiellonian University, Kraków, Poland</p> <p>Bonny Norton, University of British Columbia, Canada</p> <p>Terrence Odlin, Ohio State University, USA</p> <p>Rebecca Oxford, University of Maryland, USA</p> <p>Aneta Pavlenko, University of Oslo, Norway</p> <p>Simone Pfenninger, University of Salzburg, Austria</p> <p>François Pichette, TÉLUQ University, Quebec, Canada</p> <p>Luke Plonsky, Northern Arizona University, USA</p> <p>Ewa Piechurska-Kuciel, Opole University, Poland</p> <p>Vera Regan, University College, Dublin, Irlandia</p> <p>Barry Lee Reynolds, University of Macau, China</p> <p>Heidemarie Sarter, University of Potsdam, Germany</p> <p>Paweł Scheffler, Adam Mickiewicz University, Poznań, Poland</p> <p>Norbert Schmitt, University of Nottingham, UK</p> <p>Michael Sharwood Smith, Heriot-Watt University, Edinburgh, UK</p> <p>Linda Shockey, University of Reading, UK</p> <p>Teresa Siek-Piskozub, Adam Mickiewicz University, Poznań, Poland</p> <p>David S. Singleton, University of Pannonia, Veszprém, Hungary, Trinity College, Dublin, Ireland</p> <p>Merrill Swain, Ontario Institute for Studies in Education, University of Toronto, Canada</p> <p>Elaine Tarone, University of Minnesota, USA</p> <p>Pavel Trofimovich, Concordia University, Canada</p> <p>Ewa Waniek-Klimczak, University of Łódź, Poland</p> <p>Stuart Webb, University of Western Ontario, Canada</p> <p>Maria Wysocka, University of Silesia, Poland</p> <p><strong>&nbsp;</strong></p> <p><strong>JOURNAL METRICS:</strong></p> <div class="oczasopismie"><strong> <a title="SCImago Journal &amp; Country Rank" href=";tip=sid&amp;exact=no"><img src="" alt="SCImago Journal &amp; Country Rank" border="0"></a> </strong></div> <p><img src="/public/site/images/admin/CiteScore2020_Studies_in_Second_La.png"></p> <p>CiteScore (2020): 3.2 (93%)<br>CiteScoreTracker: 4.3 (update 04.07.2021)</p> <p>IF: 3.036 (2020); 2.299 (5 year) - Data from the edition of Journal Citation Reports</p> <p>SJR 2020 1.304<br>SNIP 2020 1.441<br>&nbsp;<br>MNiSW: 100</p> <p>Google Scholar Metrics h5: 23 (06.2021)<br>Google Scholar Metrics h5-median: 32 (06.2021)<br>Google Scholar h-index: 39 (06.2021)</p> <p><strong><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">DOI:</span></span></span></span></strong><a href=""><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"> 10.14746 /ssllt</span></span></span></span></a></p> <div class="oczasopismie"><strong><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">ISSN:</span></span></span></span></strong><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"> 2083-5205 </span></span></span></span><strong><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">e-ISSN:</span></span></span></span></strong><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"> 2084–1965</span></span></span></span></div> <div class="oczasopismie"><strong>ARTICLES ARE LICENSED UNDER A CREATIVE COMMONS (2016 -):</strong></div> <div class="oczasopismie"><a href="" rel="license"><img style="border-width: 0;" src="" alt="Creative Commons License"></a><a href=""><br></a><a href="" rel="license">&nbsp;Attribution 4.0 International License</a><a href="">.<br></a></div> </div> Notes on Contributors 2021-06-24T13:54:33+00:00 ssllt ssllt 2021-06-24T13:27:45+00:00 Copyright (c) 2021 ssllt ssllt Editorial 2021-06-24T13:55:52+00:00 Mirosław Pawlak <p>The second 2021 issue of <em>Studies in Second Language Learning and Teaching </em>includes four empirical papers and three book reviews.</p> 2021-06-24T13:18:24+00:00 Copyright (c) 2021 Mirosław Pawlak How do differences in exposure affect English language learning? A comparison of teenagers in two learning environments 2021-06-24T13:56:07+00:00 Carmen Muñoz Teresa Cadierno <p>This study investigates whether potential differences in the weight of out-of-school and in-school learning environments affect the acquisition of L2 English by teenagers in two geographical contexts, more and less English-rich, and with less and more linguistic distance to English, respectively. Participants were two groups of 14-15-year-olds, from Denmark and Spain. Language measures included a listening comprehension test, a metalinguistic knowledge test, and a grammaticality judgment test. Data about out-of-classroom exposure was elicited via a questionnaire. The study showed that (a) the Danish group attained a significantly higher level in all language tests except for the metalinguistic knowledge test; (b) the Danish group engaged longer in out-of-school activities although the preference for some activities over others was similar in the two groups; and (c) the types of associations between out-of-school activities and language measures were different between the two groups. These results suggest that the potential influence of out-of-school activities on different language aspects is related to the particular context in which the L2 is learned and to the language proficiency of the learner.</p> 2021-06-24T11:12:53+00:00 Copyright (c) 2021 Carmen Muñoz, Teresa Cadierno The underlying factors of foreign language reading anxiety: Their effects on strategy use and orientation toward reading 2021-06-24T13:56:05+00:00 Hyang Il Kim <p>Both positive and negative emotions have been the focus of a wealth of language learning research in recent years. This can mostly be attributed to the established links between an individual’s psychological responses, existing and emerging from learning, the learning processes they engage in, and the outcomes they achieve. A look at advanced research on language anxiety, a negative emotion that appears to be strongly involved in learning, has shown that specific information about reading anxiety is comparatively insufficient. This study, therefore, examines the underlying factors of reading anxiety in Korean university students, using the <em>Foreign Language Reading Anxiety Scale</em>. Subsequently, it explores how these anxiety factors are related to strategy use (i.e., metacognitive, cognitive, and support strategies) and orientation toward reading, which demonstrates a reader’s active involvement while reading. Three sub-factors of reading anxiety were found: anxiety experienced during the process of reading English, confidence in reading, and anxiety when reading English characters. Interestingly, confidence or positive emotion was found to be a far more powerful positive contributor to Korean EFL university readers’ use of metacognitive strategies and the degree of orientation to reading than was anxiety experienced while reading. Pedagogical implications are discussed.</p> 2021-06-24T11:26:30+00:00 Copyright (c) 2021 Hyang Il Kim High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion 2021-06-24T13:56:03+00:00 Xuan Van Ha Jill C. Murray A. Mehdi Riazi <p>This study employed an explanatory sequential mixed-methods research design to examine the beliefs of Vietnamese EFL students concerning oral corrective feedback (CF) and the role of some individual differences in these beliefs. The data consisted of questionnaires completed by 250 Vietnamese high school students and follow-up interviews with 15 of them. Exploratory factor analysis revealed six latent factors underlying students’ beliefs about CF, namely, (1) output-prompting CF and eliciting recasts, (2) desire for CF, (3) non-verbal cues, (4) important errors, (5) input-providing CF, and (6) less important errors. Descriptive statistics and thematic analysis of the interviews showed that students were positive about CF. They liked both input-providing CF and output-prompting CF for all error types. Metalinguistic feedback was the most strongly preferred, while clarification request was the least preferred. Further statistical analyses revealed some interesting relationships between students’ beliefs about CF and their gender, English learning motivation, and self-rated introversion/extraversion. Females were more positive about CF than males, and extraverted females were more positive about input-providing CF than introverted females. Also, students learning English for exams were more positive about CF than those learning English for communication. Pedagogical implications for effective feedback provision in EFL contexts are discussed.</p> 2021-06-24T11:58:36+00:00 Copyright (c) 2021 Xuan Van Ha, Jill C. Murray, A. Mehdi Riazi Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes 2021-06-24T13:56:01+00:00 Xiaozhou (Emily) Zhou Steve Mann <p>Pedagogical translanguaging has been extensively researched over the past decade. Yet, little is known about the attitudes of students towards this practice. Students constitute an integral part of classroom interactions and their learning process is significantly affected by teachers’ classroom discourse. This action research (AR) study, situated in a Chinese university Content and Language Integrated Learning (CLIL) reading classroom and aided by lesson recordings and two sets of questionnaires, explores the translanguaging strategies employed by the teacher as well as the students’ attitudes to such strategies. Through incorporating feedback collected from students regarding the teacher’s modifications of language use, the study has demonstrated how the teacher mobilizes her full linguistic resources, in the form of translanguaging, to achieve pedagogical outcomes, which eventually leads to the establishment of a mutually beneficial classroom ecology. The study also indicates that advanced EFL learners, highly motivated to improve language proficiency and acquire subject content unanimously reject the traditional monolingual approach to teaching. The findings call for further research into the impact of pedagogical translanguaging on students’ learning process in multilingual classrooms.</p> 2021-06-24T12:17:45+00:00 Copyright (c) 2021 Xiaozhou (Emily) Zhou, Steve Mann Review of Understanding formulaic language: A second language acquisition perspective; Editors: Anna Siyanova-Chanturia, Ana Pellicer-Sánchez; Publisher: Routledge, 2019; ISBN: 9781138634978; Pages: 278 2021-06-24T13:55:56+00:00 Ella Alhudithi <p>The discussion of mechanisms enhancing the acquisition of formulaic language (FL) has been flourishing in recent decades, progressing from describing the concept to revealing its use in various registers: spoken, written, and hybrid. With each domain of linguistics approaching FL in a distinct way, the book <em>Understanding Formulaic Language: A Second Language Acquisition Perspective</em> by Anna Siyanova-Chanturia and Ana Pellicer-Sánchez presents a more inclusive view of recent research contributions emerging from different fields, in addition to pointing to critical gaps that need to be addressed in future research. The appeal of the book is that it covers a broad range of topics related to FL, from theoretical perspectives to practical applications. This breadth of coverage is the first effort to foster mutual understanding among linguists and to emphasize its connection with second language acquisition (SLA).</p> 2021-06-24T12:59:08+00:00 Copyright (c) 2021 Ella Alhudithi Review of Situating language learning strategy use: Present issues and future trends; Editors: Zoe Gavriilidou, Lydia Mitits; Publisher: Multilingual Matters, 2021; ISBN: 9781788926713; Pages: 376 2021-06-24T13:55:54+00:00 Jakub Bielak <p>Despite recently going through a sort of a crisis brought about by critical remarks made by eminent scholars (e.g., Dörnyei, 2005) about the raison d’être of the whole research area, the field of language learning/learner strategies (LLSs) is still very much alive and kicking. This is manifested by constant publication of meta-analyses (e.g., Plonsky, 2011), numerous journal articles, including state-of-the-art pieces (e.g., Pawlak, 2019), special issues of journals (e.g., Pawlak &amp; Oxford, 2018) and books (e.g., Oxford, 2017), and the organization of a conference series (Situating Strategy Use [SSU]), all devoted exclusively to LLSs. The book under review here, <em>Situating Language Learning Strategy Use: Present Issues and Future Trends</em>, edited by <a href=";st1=Zoe%20Gavriilidou">Zoe Gavriilidou</a> and <a href=";st1=Lydia%20Mitits">Lydia Mitits</a>, includes chapters originating in the talks delivered at the Second International Conference on SSU (Komotini, Greece, September 2017).</p> 2021-06-24T13:10:32+00:00 Copyright (c) 2021 Jakub Bielak Review of Teacher development for immersion and content-based instruction; Editors: Laurent Cammarata, T.J. Ó Ceallaigh; Publisher: John Benjamins Publishing Company, 2018; ISBN: 97890272074877; Pages: 201 2021-06-24T13:55:58+00:00 Katarzyna Lidia Papaja <p>Searching for ways to expand the spectrum of methods of teaching and learning foreign languages triggers valuable initiatives and offers support for both students and teachers. Programs such as French immersion in Canada, content-based instruction (CBI), and content and language integrated learning (CLIL) have become popular across the world (Harrop, 2012), which is rapidly becoming a global village where the role of languages is crucial. In an integrated world, teaching content through language is viewed as a modern form of educational delivery; therefore, as the editors emphasize “teacher preparation and professional development endeavors are key drivers of successful I/B and CBI programs across a variety of models” (p. 3). <em>Teacher Development for Immersion and Content-Based Instruction </em>is a key contribution to the field, which offers valuable insights into the complexity of teacher preparation as well as further professional development in the case of immersion/bilingual contexts.</p> 2021-06-24T12:50:58+00:00 Copyright (c) 2021 Katarzyna Lidia Papaja