Studies in Second Language Learning and Teaching <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 The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages.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>SCOPUS; Web of Science Emerging Sources Citation Index (ESCI), 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; EBSCO; Linguistic Abstracts; Directory of Open Access Journals (DOAJ); WorldCat</p> <p><strong>&nbsp;</strong></p> <p><strong>JOURNAL METRICS:</strong></p> </div> <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> <div class="oczasopismie">&nbsp;</div> <div class="oczasopismie"><strong><strong><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"> <img src="/public/site/images/admin/CiteScore2019_Studies_in_Second_La.png"></span></span></span></span></strong></strong></div> <p>CiteScore (2019): 2.2 (89%)<br>CiteScoreTracker: 2.2 (update 9.08.2020)<br>&nbsp;<br>MNiSW: 100</p> <p>Google Scholar Metrics h5: 18 (09.2019)<br>Google Scholar h-index: 23</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><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></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"><a href="">ARTICLES ARE LICENSED UNDER A CREATIVE COMMONS (2016 -): </a></div> <div class="oczasopismie"><a href="" rel="license"><img src="" alt="Licencja Creative Commons"></a><a href=""><br></a><a href=""><br></a></div> en-US <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 legal rights of another person. 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To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply. </p><p> </p> (Mirosław Pawlak) (Pressto) Mon, 29 Jun 2020 12:50:41 +0000 OJS 60 Notes on Contributors ssllt ssllt Copyright (c) 2020 ssllt Mon, 29 Jun 2020 08:58:20 +0000 Editorial <p>It is with great pleasure that I am sharing with you this new issue of <em>Studies in Second Language Learning and Teaching. </em>Since the first issue in 2020 was a special issue guest-edited by Laura Gurzynski-Weiss, I did not have the chance to emphasize the fact that the journal has entered its tenth year of existence. These ten years have passed very quickly and the journey we have travelled is truly exceptional. When we were putting together the first issues, it was so hard to find good papers and we had to continually struggle trying to convince our colleagues that <em>SSLLT</em> had much potential and was the right choice for publishing their work. At present, we are receiving several hundred submissions per year and the rejection rate by far exceeds 80%. At the same time, an increasing number of submissions represent outstanding scholarship, with the effect that the papers that ultimately get accepted and published are also getting better and better. I would like to take this opportunity to express my gratitude to all those who have supported <em>SSLLT</em> from the get-go – the co-editors, the members of the Editorial Board, the reviewers, the guest-editors of special issues and all the contributors. I will have much more to say about this special anniversary in the December edition where I will also be announcing the way in which we are planning to celebrate it.</p> Mirosław Pawlak Copyright (c) 2020 Mirosław Pawlak Mon, 29 Jun 2020 08:48:46 +0000 Through the looking glass of student perception: How foreign language students see teacher trait emotional intelligence and why it matters <p>The aim of this study is to examine how students perceive teacher trait emotional intelligence (TEI) and how those perceptions relate to students’ own self-reported attitudes and motivation. Adult students of ESL/EFL were given an online questionnaire consisting of two parts: one to provide observer-reported data on their teacher’s trait emotional intelligence and the second to measure students’ own attitudes and motivation. In total, 129 participants of 28 nationalities took part. The results showed that the perceived teacher TEI domains of teacher sociability and teacher self-control were significant predictors of student positive feelings and attitudes towards the teacher. With this paper, we make the case that observer reports of teacher TEI by students could be a valuable tool in L2 instruction by offering teachers unique insight into their own classroom behavior, thereby increasing teacher self-awareness which could lead to improved classroom practices.</p> Sharona Moskowitz, Jean-Marc Dewaele Copyright (c) 2020 Sharona Moskowitz, Jean-Marc Dewaele Mon, 29 Jun 2020 09:12:10 +0000 Beliefs and experiences in the English classroom: Perspectives of Swedish primary school learners <p>This study investigates how Swedish learners make sense of and perceive English instruction and the process of foreign language learning in a target language-only primary school classroom. In small group discussions, 26 learners aged 9-10 were audio recorded while discussing questions related to their language learner beliefs and their classroom experiences. Learners expressed a strong consensus about the importance of both the teacher’s extensive target language input and the learners’ oral engagement, in alignment with the beliefs of the teacher. However, the analysis identified three mismatches among high anxiety learners in this context, related to incomprehensible teacher talk, social fear of making mistakes and classroom organization. As their voiced beliefs were at odds with their emotionally guided behavior of refraining from asking questions or volunteering to speak, their sense of agency was reduced. In this context, the target language-only approach appeared to have a negative impact on the emotional, organizational and instructional dimensions of foreign language instruction for many of the young learners. The findings illustrate the interrelated dynamics of beliefs, emotions and classroom context, and contribute to our understanding of learners’ foreign language anxiety and sense of agency in the primary foreign language classroom.</p> Maria Nilsson Copyright (c) 2020 Maria Nilsson Mon, 29 Jun 2020 00:00:00 +0000 Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice <p>Bilingual education, usually a community’s L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included.</p> Dario Luis Banegas, Paige Michael Poole, Kathleen A. Corrales Copyright (c) 2020 Dario Luis Banegas, Paige Michael Poole, Kathleen A. Corrales Mon, 29 Jun 2020 00:00:00 +0000 Vocabulary development in a CLIL context: A comparison between French and English L2 <p>Content and language integrated learning (CLIL) has expanded in Europe, favored by the large body of research, often showing positive effects of CLIL on L2 development. However, critical voices have recently questioned whether these positive findings apply to any language, given that most research focuses on English. Taking into account this concern, the present study investigated the (productive and receptive) vocabulary development in L2 English <em>and</em> L2 French of the same group of learners <em>within</em> a CLIL context. The aim was not to evaluate the benefits of CLIL over non-CLIL, but, instead, to examine whether vocabulary gains in CLIL learning are language-dependent. More specifically, this study included 75 Flemish eight-grade pupils who had CLIL lessons in both English and French. The results show that although the pupils have a larger English vocabulary, the level of improvement (from pretest to posttest) is not different across the languages. The findings indicate that within CLIL vocabulary knowledge also develops in languages other than English.</p> Kristof Baten, Silke Van Hiel, Ludovic De Cuypere Copyright (c) 2020 Kristof Baten, Silke Van Hiel, Ludovic De Cuypere Mon, 29 Jun 2020 10:19:44 +0000 A comparison of the impact of extensive and intensive reading approaches on the reading attitudes of secondary EFL learners <p>Extensive reading (ER) which encourages second or foreign (L2) learners to engage in a great deal of reading, has long been recognized as an efficient approach in L2 reading pedagogy. While many attempts have been made to understand the effect of ER on the cognitive domains of L2 learners, there has been insufficient investigation into how ER influences their affective domains. Particularly, reading attitudes, one of the key elements of affective factors involved in L2 reading, have received little attention. This classroom-based intervention study investigated the impact of ER on English as a foreign language (EFL) learners’ attitudes toward English reading compared to the influence of the traditional intensive reading (IR) approach. In addition, this study explored whether the impact of the ER approach on EFL learners’ reading attitudes is different depending on L2 proficiency. The study included two intact classes of EFL secondary learners (<em>N </em>= 72) who received either ER or IR instructional treatments for a 12-week period. For the results, ANCOVA showed that the ER approach fostered positive reading attitudes significantly more than the IR approach. In addition, the analysis indicated that the participants’ proficiency levels did not have a significant effect upon changes in their reading attitudes. That is, regardless of proficiency level, the ER approach demonstrated a significantly positive effect on participants’ reading attitudes in comparison with the IR approach.</p> A Young Park Copyright (c) 2020 A Young Park Mon, 29 Jun 2020 10:30:28 +0000 Learner- vs. expert-constructed outlines: Testing the associations with L2 text comprehension and multiple intelligences <p>Cognitive organizers (COs) are text aids which represent objects, concepts, and their relations by the use of symbols and spatial arrangements without adding to semantic content. The present study examines language learners’ text comprehension through outlines, a popular CO, compared with text-only condition, and further investigates the effect of learner-constructed outlines (i.e., systematic note-taking) and expert-constructed outlines (i.e., readymade displays) on comprehension. Finally, the predictive power of multiple intelligences (MI) across different input modalities is scrutinized. Following stratified random sampling, a total of 111 EFL undergraduates were divided into text-only (receiving a text twice), expert-constructed (the text followed by an outline), and learner-constructed (the text followed by an outline to be drawn up by the learner) groups. A TOEFL examination, a 1218-word expository text on systematic sleep disorder, a follow-up reading comprehension test, and a multiple intelligences inventory constituted the data collection measures. The results of multiple regression and ANOVA were as follows: (a) COs lead to more content recall than text displays; (b) expert-constructed and learner-constructed outlines are equally effective; (c) MI significantly predicts the groups’ reading comprehension; (d) interpersonal and intrapersonal intelligences are significant correlates of text-only groups’ performance; and (e) visual, verbal, and intrapersonal intelligences are significantly associated with learner-constructed groups’ reading scores. The study offers several implications for theory and practice.</p> Sholeh Moradi, Shima Ghahari, Mohammad Abbas Nejad Copyright (c) 2020 Sholeh Moradi, Shima Ghahari, Mohammad Abbas Nejad Mon, 29 Jun 2020 00:00:00 +0000 Review of Non-natives writing for Anglo-American journals: Challenges and urgent needs; Author: Katarzyna Hryniuk; Publisher: Warsaw University Press, 2019; ISBN: 978-83-235-3677-2; Pages: 172 <p>I was looking forward to a publication of a scholarly text on academic writing and on the publishing process, which both have such an important impact on the professional experience of Polish scholars. The book by Katarzyna Hryniuk, entitled<em> Non-Natives Writing for Anglo-American Journals: Challenges and Urgent Needs, </em>fulfils this need. The monograph, 172 pages in length, includes an introductory section, six chapters, an appendix, an extensive list of references, topic and author indexes, and a short summary in Polish. It offers a fairly complete picture of issues in academic publication with a unique focus on Poland.</p> Danuta Gabryś-Barker Copyright (c) 2020 Danuta Gabryś-Barker Mon, 29 Jun 2020 12:34:37 +0000 Review of Research methods for complexity theory in applied linguistics by Phil Hiver and Ali H. Al-Hoorie <p>When I found out about the upcoming publication of a book devoted in its entirety to research methods that can be used to investigate issues in applied linguistics (AL) within the framework of complex dynamic systems theory (CDST), I immediately decided to include it in my reading list and, time permitting, review it for <em>SSLLT</em>. On the one hand, research into learning and teaching second and foreign languages is one of the most vibrant lines of inquiry in AL and therefore it is only fitting that the appearance of such a ground-breaking volume should be recognized by the journal. After all, it is an indisputable fact that CDST has made major inroads into the domain of second language acquisition (SLA) and it is beginning to change or, should I say, revolutionize the ways in which different aspects of SLA are examined. This is perhaps most evident in the case of studies of individual difference (ID) factors (e.g., Dörnyei, MacIntyre, &amp; Henry, 2014; Hiver, 2017; Oxford, 2017) and has also found its reflection in the special issue of <em>SSLLT</em> (1/2020), titled <em>Investigating the Dynamic Nature of Individual Differences in L2 Learning, </em>guest-edited by Laura Gurzynski-Weiss. In addition, one cannot help but notice that this theoretical stance has started to be seen as a new creed for many specialists, to the point that there is perhaps a danger of its being perceived as the only “correct” approach to shedding light on various facets of SLA. As Diane Larsen-Freeman writes in her excellent foreword to the book, “this new way of thinking has called into question the conventional ideas about language and its learning/development” (p. vii). On the other hand, I cannot call myself an ardent enthusiast of CDST, not because I cannot see its many merits or do not acknowledge its enormous potential for expanding our understanding of how languages are learnt or taught, but because I believe that only a diversity of approaches can help us better grasp the intricacies of these processes. Still, I was certainly thrilled to finally see a publication that, instead of merely trying to convince us that SLA research should be grounded in CDST, in fact makes an earnest attempt to illustrate how this can be done in practice.</p> Mirosław Pawlak Copyright (c) 2020 Mirosław Pawlak Mon, 29 Jun 2020 12:43:55 +0000