Statistical regularities can be acquired from usage. To examine language speakers’ statistical metacognition about multiword expressions (MWEs), we collected ratings for frequency, dispersion, and directional association strength of English binomials from L1, advanced and intermediate L2 speakers. Mixed-effects modeling showed all speakers had limited speaker-to-corpus consistency but significant sensitivity to statistical regularities of language, supporting usage-based (Gries & Ellis, 2015) and statistical learning theories (Christiansen, 2019). Their statistical metacognition was also shaped by word-level cues, consistent with dual-route model (Carrol & Conklin, 2014). Despite similarities, frequency metacognition showed the strongest speaker-to-corpus consistency, while dispersion metacognition was the hardest to develop. Advanced L2 speakers showed the greatest speaker-to-corpus consistency and sensitivity, while lower-proficiency speakers relied more on word-level cues in metacognitive judgments, supporting the shallow-structure hypothesis (Clahsen & Felser, 2006). Overall, L1 and L2 speakers develop diverse statistical metacognition, with L2 speakers not necessarily inferior, suggesting that statistical metacognition is not solely shaped by usage-based experience.

Bilinguals tend to have slower response times in picture naming than monolinguals in both their first and second languages. Naming speed interacts with item frequency, suggesting that the bilingual disadvantage may be due to less frequent exposure to each language. We measure response speed in a Picture Naming and a Picture-Word-Interference paradigm among 98 bilinguals and 83 monolinguals, looking for interactions between word frequency and frequency of use of both L1 and L2. We confirm previous findings that monolinguals outperform bilinguals, and that the bilingual disadvantage is stronger for low- than for high-frequency items. While immersed bilinguals seem to have an advantage in L2 naming over non-immersed speakers, self-reported use of either language does not affect naming in either language, and the L1 is not affected by the immersed vs. non-immersed distinction. We conclude that frequency remains an elusive factor in bilingual development, and particularly in L1 attrition.

This study explored the effects of repeating a video-lecture-based task on second language (L2) learners’ input processing and the relationship between online processing patterns and lecture comprehension. Participants were randomly assigned to one of three groups. The comparison group (n = 30) performed the task once, whereas the repetition group (n = 30) repeated the same task three times, with each group completing a free-recall test after their last performance. The stimulated-recall participants (n = 15) completed the task once, twice, or three times and described their thought processes during their last task performance. The lecture featured an instructor introducing fundamental concepts of neurobiology with labeled diagrams. Participants’ visual attention to the instructor and diagrams was captured using an eye-tracker. Results revealed an increase in learners’ visual attention to the instructor and a decline in their visual attention to the diagrams across repetitions. Additionally, more visual attention to the instructor was related to lower comprehension.

Visual impairment (VI) affects around 2.2 billion people globally (World Health Organization, 2019). VI language learners need strong vocabulary knowledge as much as sighted (SI) learners, yet little is known about how different instruction types impact their vocabulary development. In this study, 16 VI and 16 SI learners of English were taught 60 vocabulary items counterbalanced through two aural input methods: codeswitching (CS), giving first language (L1) explanations, and aural input manipulation (AIM) with CS (AIMCS), where increased volume emphasized words alongside CS explanations. Pre-, post-, and delayed post-tests indicated that AIMCS led to better short-term vocabulary retention for both groups, with no significant differences longer term. VI learners benefited more overall, and learners with lower initial vocabulary showed the greatest gains. Listening proficiency moderated the effects, with AIMCS offering greater short-term benefits for learners with higher listening proficiency. The study suggests AIMCS enhances short-term vocabulary learning, particularly for VI learners, but listening proficiency is critical.

Lexical acquisition often occurs through reading, yet little research has compared how cognates, false cognates, and noncognates are learned contextually through reading. To this end, we conducted a week-long pretest-training-posttest study with 54 adult Polish learners of English. During three sessions on consecutive days, participants read 45 short stories (170–317 words) containing 90 target keywords (30 cognates, 30 noncognates, 30 false cognates). We examined how word type, context informativeness, and number of keywords occurrences affected keyword learning. Additionally, participants were randomly assigned to a control or awareness-raising group, the latter trained to notice cross-linguistic similarities. Mixed-effects models showed learning of all word types at immediate posttest, with cognates being learned the most and false cognates the least. Higher context informativeness and more keyword occurrences improved learning for all keywords, but false cognates benefited the most from contextual clues. However, raising awareness of cross-linguistic similarity did not enhance contextual learning.

Research on how cognitive and affective factors shape bilinguals’ moral judgments in their first (L1) and second (L2) languages remains limited. This study advances our understanding of both language-related variables (L2 proficiency, age of onset of L2 acquisition, length of L2 immersion) and nonlinguistic variables (emotional intelligence, executive functions) in relation to the moral judgments and emotional intensity experienced by 90 Chinese–English bilingual speakers. Participants read five moral dilemmas and completed a set of questionnaires and cognitive ability tests. Mixed-effects models revealed no evidence of a moral foreign language effect, raising questions about the robustness of this phenomenon. Specifically, neither language-related variables nor emotional intelligence had a significant effect. However, participants with stronger updating ability made more deontological judgments in both their L1 and L2, while those with better inhibitory control also made more deontological decisions, but only in their L1. These findings offer new insights into the relationship between language and cognition.

This study examined whether the contribution of memory systems that play a role in second/additional language (L2/A) learning in adults with neurotypical cognition differs in L2/A learning in adults with attention-deficit/hyperactivity disorder (ADHD). Participants (N = 154) learned an artificial L2/A with morphophonological rules and completed assessments of working, declarative, and procedural memory, as well as an ADHD questionnaire. Our results did not find evidence for differences in L2/A learning between participants diagnosed with ADHD and neurotypical controls. We also did not find that the role of memory differed among learners based on ADHD symptomatology, although we tentatively interpreted an interaction between declarative memory and ADHD symptomatology. We did find evidence for a general role of working memory on learning for one type of morphophonological rule. Overall, the results contribute to a broader understanding of the role of memory systems in L2/A for both neurodivergent and neurotypical language learners.

Listening ability in second language (L2) assessment is elicited through test methods that often require other abilities, which may introduce construct-irrelevant variance and threaten the validity of the test. While previous research has examined the effects of item presentation and item format on test performance, studies on test-takers’ cognitive processing remain exploratory. This study investigates the effects of two test method variables, item presentation (operationalized as while-listening performance [WLP] vs. post-listening performance [PLP]) and item format (operationalized as multiple-choice questions [MCQs] vs. open-ended questions [OEQs]), on test-takers’ cognitive processing, using gaze behaviors as real-time indicators. A Graeco-Latin square design was employed to administer four psychometrically validated short-talk listening testlets across the test conditions. Eye-tracking data were collected while controlling for word count and typing speed as covariates. Linear mixed-effects modeling revealed higher total fixation duration, fixation counts, total visit duration, and visit counts in the WLP condition than in the PLP condition. Interaction effects for all four metrics further indicated that these differences were more pronounced for MCQs than for OEQs. Additionally, typing speed and word count contributed to the variance in eye-tracking measures. The findings contribute to our growing understanding of how test methods shape listening processes and offer implications for the design and interpretation of L2 listening assessments.

This study examined the impact of video-based synchronous computer-mediated communication (SvCMC) on engagement in collaborative pre-task planning and L2 content used in task performance. One hundred twenty-eight Hong Kong learners of English were assigned to either a face-to-face (FTF) group (n = 64) or an SvCMC group (n = 64), where they completed planning for a monologic task. Based on Philp and Duchesne’s multidimensional model, planning was analyzed for cognitive (negotiation of meaning, semantically engaged talk), social (affiliative responses) and emotional engagement (enjoyment, anxiety), and task performance was coded for L2 content. Results showed that FTF mode led to significantly lower anxiety, more semantically engaged talk, and more affiliative responses, as well as conceptually richer task performances. Use of planned content was predicted by L2 proficiency and semantically engaged talk and negatively predicted by anxiety. Our findings contribute to an understanding of engagement in SvCMC and FTF modes and their impact on L2 learning.

This study investigated the beliefs about additional language learning and use and knowledge of additional languages of 226 multilingual adults with Attention-deficit/hyperactivity disorder (ADHD) with Polish L1. The data were collected via an online questionnaire with Likert-type statements. Data were analyzed using mixed models (GLMMs). The findings show that a) individuals with ADHD hold a neutral view of their additional language learning and use experiences; b) the hyperactivity/impulsivity ADHD presentation may positively affect additional language learning; and c) Autism spectrum disorder (ASD) or dyslexia has no impact on additional language knowledge in the context of ADHD. The discussion points to the importance of attention in additional language acquisition and the possible compensatory role of ADHD and ASD in the context of dyslexia and language learning.

English learners (ELs) with disabilities are disproportionately less likely than their EL peers without disabilities to be reclassified as Fluent English Proficient (FEP) in US public schools. Research has begun to explore how state reclassification policies, specifically the criteria needed to be considered FEP, may contribute to reclassification disparities. Given the complexities of measuring and understanding English language proficiency (ELP) growth for ELs with disabilities, there have been calls for states to incorporate teacher or team input as a criterion for reclassification. Research, however, has yet to examine how teachers make sense of ELP data for ELs with disabilities and ultimately make reclassification recommendations. This qualitative case study fills this gap, investigating the data interpretation and decision-making of teachers in one urban school district. It documents how teachers’ beliefs about standardized ELP assessment data coupled with a scarcity of resources and training contributed to reclassification decision-making driven not by data but by teachers’ values and instincts.

This study aims to illuminate the underlying mechanisms of sentence processing in L2 speakers. The phenomenon of interest in the study is the passive structure, which prior research has shown can be challenging for both L1 speakers and L2 speakers to process compared to active structures. Using a visual-world eye-tracking paradigm, this study investigates whether L1-English speakers and L1-Cantonese L2-English speakers employ a morphological cue within the verb to process English actives and passives, and if so, specifically when these cues are integrated into their processing. The results from a growth curve analysis and a divergence point analysis show that the L2-English speakers were slower than the L1-English speakers, but did use the morphological cue to process both actives and passives, even though this cue is absent in their L1 Cantonese. These results suggest that, despite differences in processing speed, the mechanisms underlying L1 and L2 processing are similar.

Second language (L2) pronunciation research has measured speech comprehensibility by asking listeners to assess L2 learners’ speaking performance with rating scales. While some studies have provided validity evidence for these rating scales, few studies have examined the extent to which those scales effectively distinguish among L2 speakers. To fill this gap, the present study examines the 9-point scale used in Saito et al. (2020: Annual Review of Applied Linguistics, 40, 9–25.) and the 100-point scale in Huensch and Nagle (2023: Studies in Second Language Acquisition, 45(2), 571–585.) from a Rasch measurement perspective and showcases post hoc score category collapsing as a potential countermeasure against suboptimal rating scale functioning. Findings suggested that different score categories represented the same ability level and were therefore interchangeable. Collapsing these score categories yielded shorter but more functional scales without compromising the psychometric qualities of the original scales. These findings suggest that researchers need to empirically refine their scale lengths rather than uncritically following their conventional measurement practices.

Measurement invariance (MI) ensures that a given measure holds the same conceptual meaning for individuals from different groups and across multiple measurement occasions. Structural invariance (SI) is a logical extension of MI that examines whether relationships between latent constructs (e.g., structural paths within the model) hold equally across groups. To examine the status quo of MI and SI in second-language (L2) research, we systematically investigated the extent to which primary studies adhered to best practices in invariance testing and reporting. A total of 4,272 full-text records were screened, and 113 articles (116 independent samples; 147,856 participants) were included. The sample was fully double-coded to ensure accuracy and reliability. The results indicated alarming inconsistencies in how key invariance steps were implemented and reported. We offer empirically grounded recommendations for (a) improving methodological rigor of invariance assessments in the field and (b) contributing to more equitable and interpretable comparisons in multilingual settings.

Ableist ideologies in schools and among clinicians have impeded equity for students with disabilities. By excluding individuals with diagnoses of learning disability (SLD) and attention deficit hyperactivity disorder (ADHD) from foreign language (FL) courses, professionals and schools discriminate against students who could benefit from participation. This essay reviews evidence falsifying the notion of an FL learning disability and contradicting the practice of FL substitutions for students with SLDs and ADHD. Evidence demonstrates that most students with SLDs and ADHD can pass FL classes. We maintain that clinicians who make these diagnoses and educators who recommend FL substitutions have no expertise in determining students’ suitability for FL learning. Their automatic assumptions regarding exclusion from rather than inclusion in FL courses are a form of systemic ableism that ignores the intent of disability law and denies agency to these students. We explore how the myth of an FL “learning disability” emerged and why the myth persists despite evidence to the contrary.

This methodological study investigated how the distribution of training sessions—massed, equal spacing, and expanding spacing—affects L2 phonetic learning, focusing on Mandarin-speaking learners’ perception of the English /ɛ/–/æ/ contrast. While most previous phonetic training studies have used massed schedules, the current quasi-experimental design revealed that both types of spaced practice significantly outperformed massed practice in terms of immediate gains and long-term retention. Effect sizes in the spaced groups were approximately double those of the massed group. No significant differences emerged between equal and expanding spacing. These findings suggest that distributed practice—regardless of spacing type—can enhance both the magnitude and durability of L2 phonetic learning. Crucially, this study makes it possible to revisit past findings based on massed training paradigms and to consider whether adopting alternative timing schedules could unlock greater learning potential—for instance, by doubling the size and durability of training effects through the use of spaced conditions.

The present study compares several lexical diversity (LD) measures to determine which measure, or measures, best predict receptive lexico-grammatical ability in written L2 Spanish, and whether a composite LD score is better than any single measure. We analyzed 1,225 written responses with eight different LD measures: six popular measures, a composite score based on Principal Component Analysis (PCA) of those six measures, and the traditional TTR to be used as a baseline against which to compare the other measures. Other predictor variables included the age and gender of the writers, the age of first exposure to Spanish, the number of years studying Spanish, and study abroad participation. The results of a series of mixed-effect logistic regression models suggest that the composite LD measure is best, and that among the LD measures studied, two predicted lexico-grammatical ability nearly equally well. We conclude with the recommendation that L2 language researchers use multiple LD measures, including a composite measure based on PCA, rather than any single LD measure.

This paper calls for a critical re-evaluation of research ethics in applied linguistics (AL) and second language acquisition (SLA) research, particularly concerning the ethical treatment of members of the disabled community. Historically, AL and SLA research has often perpetuated deficit views of disability by focusing on cognitive or affective differences. This paper examines the ethical implications of deficit-based research and tensions between institutional research policies and everyday ethical dilemmas through a disability justice lens. To address these gaps within the field, we propose an emancipatory, rights-based framework that fundamentally reimagines research ethics in AL and SLA by centering respect, representation and reciprocity, informed consent, privacy and confidentiality, and accessibility. Through a focus on disability rights and actionable guidelines, this framework seeks to dismantle systemic barriers in research ethics. It also highlights more equitable and inclusive research practices for disabled people and marginalized groups in AL and SLA research.

Structural equation modeling (SEM) is a powerful and flexible modeling framework for testing complex relationships among observed and latent variables. However, its methodological complexity and analytical flexibility also increase the risk of questionable research practices (QRPs), especially in fields like applied linguistics, where training in advanced statistics may be limited. This article synthesizes the literature on QRPs and applies it to SEM by identifying seven categories of problematic practices: not checking assumptions, not validating a measurement model, not testing competing models, not sufficiently justifying modeling decisions, relying on post hoc model modification, overemphasizing global fit indices, and incomplete or nontransparent reporting. Each practice is described with examples and linked to broader issues in research ethics and transparency. The paper concludes with concrete recommendations for improving the credibility and reproducibility of SEM research, emphasizing the integration of best practices with the principles of open science.