Studies in Second Language Learning and Teaching https://pressto.amu.edu.pl/index.php/ssllt <h4>Founding Editor and Editor in Chief</h4> <p>Mirosław Pawlak (Adam Mickiewicz University, Kalisz, Poland) <a href="mailto:pawlakmi@amu.edu.pl">pawlakmi@amu.edu.pl</a></p> <h4>Editors</h4> <p>Kata Csizér (Eötvös Loránd University, Budapest, Hungary) <a class="sm-account__link" title="Link to email address" href="mailto:wein.kata@btk.elte.hu">wein.kata@btk.elte.hu</a></p> <p>Mariusz Kruk (University of Zielona Góra, Poland) <a href="mailto:mkruk@uz.zgora.pl">mkruk@uz.zgora.pl</a></p> <p>Chengchen Li (Huazhong University of Science and Technology, Wuhan, China)</p> <p><a href="mailto:lichengchen@hust.edu.cn">lichengchen@hust.edu.cn</a></p> <p>Aleksandra Wach (Adami Mickiewicz University, Poznań, Poland) <a href="mailto:waleks@wa.amu.edu.pl">waleks@wa.amu.edu.pl</a></p> <p>Joanna Zawodniak (University of Zielona Góra, Poland) <a href="mailto:j.zawodniak@in.uz.zgora.pl">j.zawodniak@in.uz.zgora.pl</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 The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages.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>Robert DeKeyser, University of Maryland, USA</p> <p>Ali Derakhshan, Golestan University, Gorgan, Iran</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>Majid Elahi Shirvan, University of Bojnord, Iran</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="https://www.scimagojr.com/journalsearch.php?q=21100794681&amp;tip=sid&amp;exact=no"><img src="https://www.scimagojr.com/journal_img.php?id=21100794681" 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: 6.2 (update 07.02.2022)</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="https://pressto.amu.edu.pl/index.php/ssllt/index"><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="https://creativecommons.org/licenses/by/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by/4.0/88x31.png" alt="Creative Commons License"></a><a href="http://creativecommons.org/licenses/by/4.0/"><br></a><a href="https://creativecommons.org/licenses/by/4.0/" rel="license">&nbsp;Attribution 4.0 International License</a><a href="http://creativecommons.org/licenses/by/4.0/">.<br></a></div> </div> Adam Mickiewicz University, Poznan en-US Studies in Second Language Learning and Teaching 2083-5205 <p>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&nbsp; 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.</p> <p>1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.</p> <p>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:</p> <p>2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including&nbsp; printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;</p> <p>2.2. marketing authorisation, loan or lease of the original or copies thereof;</p> <p>2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting,&nbsp; 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;</p> <p>2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);</p> <p>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;</p> <p>2.6. dissemination of electronic versions of&nbsp; the Work in its electronic version online, in a collective work or independently;</p> <p>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;</p> <p>2.8. making the Work available according to appropriate license pattern <a href="http://creativecommons.org/licenses/by/4.0/" target="_self">Attribution 4.0 International (CC BY 4.0)</a>&nbsp;as well as another language version of this license or any later version published by Creative Commons.</p> <p>3. 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The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:</p> <p>5.1.&nbsp; 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&nbsp;<a href="http://creativecommons.org/licenses/by/4.0/" target="_self">Attribution 4.0 International (CC BY 4.0)</a>&nbsp;Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;</p> <p>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;</p> <p>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).</p> <p>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).</p> <p>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</p> <p>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.</p> <p>7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.&nbsp;</p> <p>&nbsp;</p> Notes on Contributors https://pressto.amu.edu.pl/index.php/ssllt/article/view/31903 ssllt ssllt Copyright (c) 2022 ssllt ssllt https://creativecommons.org/licenses/by/4.0 2022-03-21 2022-03-21 12 1 1 11 Editorial https://pressto.amu.edu.pl/index.php/ssllt/article/view/31905 <p>The first 2022 issue of <em>Studies in Studies in Second Language Learning and Teaching </em>brings together five papers, all of which constitute reports of original empirical studies.</p> Mirosław Pawlak Copyright (c) 2022 Mirosław Pawlak https://creativecommons.org/licenses/by/4.0 2022-03-21 2022-03-21 12 1 13 14 10.14746/ssllt.2022.12.1.1 Shifting focus through a small lens: Discursive and introspective perspectives on the emergence of L2 study emotions https://pressto.amu.edu.pl/index.php/ssllt/article/view/25069 <p>While perennial in the research landscape, empirical work investigating second language (L2) study emotions has proliferated in the past ten years (Dewaele, 2019). Nevertheless, this article argues there is space for more holistic yet detailed, social yet individual perspectives when conducting such research. As one avenue, the paper explores the potential of a “small lens” approach (Ushioda, 2016) to delve into particular emotional events <em>in situ</em> from learner-internal and learner-external points of view. It details an example of such an approach put into practice, in which the author examined the emergence of emotionally significant episodes for English as a foreign language undergraduates in Japan during short conversation sessions. The research explored data from discursive (video-recordings and transcripts of short conversations) and introspective (learner journals) angles. As a result, it was possible to observe the ways in which students’ emotional moves were both afforded by and acted on those of the other through their social interactions, and through interactions with additional aspects of their ongoing psychologies and relationships. The article thus aims to promote further situated L2 emotion research examining the dynamic interplay between various aspects of learners’ psychologies and the co-formed social context.</p> Richard J. Sampson Copyright (c) 2022 Richard James Sampson https://creativecommons.org/licenses/by/4.0 2022-03-21 2022-03-21 12 1 15 36 10.14746/ssllt.2022.12.1.2 Potential sources of foreign language learning boredom: A Q methodology study https://pressto.amu.edu.pl/index.php/ssllt/article/view/29769 <p>The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners’ perceptions of potential sources of boredom in the classroom. Nonprobability purposeful sampling was used to select participants from two private language institutes in Mashhad, Iran. A hybrid-type Q sampling was employed to produce 40 statements related to the sources of FLLB. Using PQ Method, an exclusive statistical package for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Three factors were extracted and rotated using varimax rotation and hand adjustment. Factor arrays and qualitative analyses were utilized to find and interpret three different accounts of FLLB. The three factors showed that the students held three divergent prototypical points of view about the sources of boredom experienced in EFL learning in class: (a) teacher-induced boredom, (b) student-induced boredom, and (c) activity-induced boredom. The findings also showed that different learner prototypes experience FLLB distinctly. Thus teachers should consider using different strategies to prevent or reduce this negative emotion in the context of L2 learning since otherwise this process could be impeded.</p> Mariusz Kruk Mirosław Pawlak Majid Elahi Shirvan Tahereh Taherian Elham Yazdanmehr Copyright (c) 2022 Mariusz Kruk, Mirosław Pawlak, Majid Elahi Shirvan, Tahereh Taherian, Elham Yazdanmehr https://creativecommons.org/licenses/by/4.0 2022-03-21 2022-03-21 12 1 37 58 10.14746/ssllt.2022.12.1.3 Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter? https://pressto.amu.edu.pl/index.php/ssllt/article/view/29075 <p>This study takes a dynamic approach to investigating engagement, examining fluctuations in cognitive-affective variables at regular time intervals during online collaborative second language (L2) writing tasks. Using online conference software and online editing software, 16 university students who use English as an L2, completed two collaborative problem-solution L2 writing tasks in two communication modes: video-chat and text-chat. After each task, learners viewed videos of their performances in 12 three-minute segments and were asked to rate their engagement on two scales (interest, focus). They were then interviewed about their attributions for fluctuations in their ratings. Group-level analysis revealed that learners experienced significantly higher focus and interest during tasks performed in video-chat mode than text-chat mode. This was contrasted with an analysis from a dynamic perspective, which produced a more nuanced picture of individual engagement trajectories during the tasks. Dynamic patterns of engagement fell into either <em>moderately steady, increasing, decreasing,</em> or <em>rollercoaster</em> pattern categories. A content analysis of 32 interviews revealed four factors that accounted for changes in engagement during tasks: task design (e.g., task familiarity), task process (e.g., instances of collaboration), task condition (e.g., communication mode), and learner factors (e.g., perceptions of proficiency).</p> Scott Aubrey Copyright (c) 2022 Scott Aubrey https://creativecommons.org/licenses/by/4.0 2022-03-21 2022-03-21 12 1 59 86 10.14746/ssllt.2022.12.1.4 Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout https://pressto.amu.edu.pl/index.php/ssllt/article/view/28240 <p>To expand the literature on the rather new concept of student burnout, the present study examined the influence of teacher immediacy and stroke variables on English as a Foreign Language (EFL) students’ experience of burnout. To fulfill this aim, a group of 631 undergraduate EFL students from various universities in Iran answered questionnaires including the <em>Immediacy Behavior Scale</em>, the <em>Student Stroke Scale</em>, and the <em>Maslach Burnout Inventory-Stu</em><em>dent Survey</em>. The results of confirmatory factor analysis (CFA) of immediacy and burnout scales demonstrated the validity of the two scales in the Iranian EFL context. Subsequently, Pearson multiple correlation coefficients and structural equation modeling (SEM) were used to analyze the data. It was found that student burnout subscales negatively and significantly correlated with teacher immediacy and stroke subscales. Moreover, the results indicated that teacher immediacy and stroke variables, in combination with their subscales, could predict student burnout. On the whole, it can be concluded that teacher immediacy and stroke concepts, characterized as positive teacher interpersonal communication behaviors enhancing rapport and positive interaction between the teacher and students in EFL contexts, are potential preventers of negative student-related outcomes such as burnout.</p> Ali Derakhshan Zohreh R. Eslami Samantha Curle Kiyana Zhaleh Copyright (c) 2022 Ali Derakhshan, Zohreh R. Eslami, Samantha Curle, Kiyana Zhaleh https://creativecommons.org/licenses/by/4.0 2022-03-21 2022-03-21 12 1 87 115 10.14746/ssllt.2022.12.1.5 Investigating academic achievement of English medium instruction courses in Turkey https://pressto.amu.edu.pl/index.php/ssllt/article/view/26179 <p>This article reports a quantitative study that investigated academic achievement in English medium instruction (EMI) courses at a public university in Turkey. Student test score data on EMI and Turkish medium instruction (TMI) courses as well as general English proficiency scores were collected in two academic divisions: the mathematical, physical, and life sciences (MPLS, <em>N</em> = 357); and the social sciences (<em>N</em> = 359). Analysis conducted at the macro (academic division), meso (academic department), and micro levels (academic program) showed subtle differences at each level. Overall, results were consistent: English language proficiency was a strong predictor of academic achievement of social science participants, whereas success in TMI courses predicted EMI success of MPLS participants. These results reinforce the notion that more language support should be given to social science students, whereas learning some content through TMI should be prioritized for MPLS students. Implications for language professionals and EMI practitioners are discussed, and suggestions are made for further research.</p> Mehmet Altay Samantha Curle Dogan Yuksel Adem Soruç Copyright (c) 2022 Mehmet Altay, Samantha Curle, Dogan Yuksel, Adem Soruç https://creativecommons.org/licenses/by/4.0 2022-03-21 2022-03-21 12 1 117 141 10.14746/ssllt.2022.12.1.6