Research Methods in Applied Linguistics最新文献_第5页

Methodological rigor in quantitative L2 research: A focus on interventionist experimental studies 定量第二语言研究方法的严谨性：干预实验研究的焦点

Research Methods in Applied Linguistics

Pub Date : 2025-10-08 DOI: 10.1016/j.rmal.2025.100273

Akbar A. Jahanbakhsh , Zahra Banitalebi , Jenifer Larson-Hall , Aya Shiiba

An increasing bulk of research highlights the importance of robust methodologies in ensuring the validity and reliability of research findings; yet, concerns remain regarding the quality of quantitative studies within second language (L2) research. To address the gap, this study aimed to systematically analyze a corpus of quantitative articles to assess the extent to which they adhere to established methodological best practices. The corpus comprises 791 interventionist quantitative articles published over 12 years in 8 journals selected based on their high impact factor and relevance to key areas within applied linguistics. A detailed coding scheme was developed to evaluate the articles across several crucial methodological dimensions, including sampling and design issues, types of statistical analyses, the necessary statistical assumptions to be checked, reporting practices, and visual presentation of data. The findings revealed that while improvements were evident in some areas, such as design-related issues and reporting practices, there is still a lack/shortage of attention to sampling issues like power analysis, practicing data sharing, and using data-rich/accountable visuals, with no significant improvement over time. These results highlighted areas where improvements in methodological rigor are needed to enhance the credibility and generalizability of quantitative research in applied linguistics. The study promotes best practices in research design and reporting, informs the development of guidelines for future research, and fosters a more critical and reflective approach to interpreting quantitative findings in the field.

越来越多的研究强调了强有力的方法在确保研究结果的有效性和可靠性方面的重要性；然而，关于第二语言（L2）研究中定量研究的质量问题仍然存在。为了解决这一差距，本研究旨在系统地分析定量文章的语料库，以评估它们坚持既定方法最佳实践的程度。该语料库包括12年来发表在8个期刊上的791篇干预主义定量文章，这些文章是根据其高影响因子和与应用语言学关键领域的相关性而选择的。制定了详细的编码方案，以便在几个关键的方法维度上对文章进行评估，包括抽样和设计问题、统计分析类型、需要检查的必要统计假设、报告实践和数据的可视化呈现。调查结果显示，虽然在某些领域（如设计相关问题和报告实践）有明显的改进，但对抽样问题（如功率分析、实践数据共享和使用数据丰富/负责任的视觉效果）的关注仍然不足，随着时间的推移没有显著改善。这些结果突出了需要改进方法严谨性的领域，以提高应用语言学定量研究的可信度和普遍性。这项研究促进了研究设计和报告的最佳实践，为未来研究指南的制定提供了信息，并促进了一种更加批判性和反思性的方法来解释该领域的定量研究结果。

{"title":"Methodological rigor in quantitative L2 research: A focus on interventionist experimental studies","authors":"Akbar A. Jahanbakhsh , Zahra Banitalebi , Jenifer Larson-Hall , Aya Shiiba","doi":"10.1016/j.rmal.2025.100273","DOIUrl":"10.1016/j.rmal.2025.100273","url":null,"abstract":"<div><div>An increasing bulk of research highlights the importance of robust methodologies in ensuring the validity and reliability of research findings; yet, concerns remain regarding the quality of quantitative studies within second language (L2) research. To address the gap, this study aimed to systematically analyze a corpus of quantitative articles to assess the extent to which they adhere to established methodological best practices. The corpus comprises 791 interventionist quantitative articles published over 12 years in 8 journals selected based on their high impact factor and relevance to key areas within applied linguistics. A detailed coding scheme was developed to evaluate the articles across several crucial methodological dimensions, including sampling and design issues, types of statistical analyses, the necessary statistical assumptions to be checked, reporting practices, and visual presentation of data. The findings revealed that while improvements were evident in some areas, such as design-related issues and reporting practices, there is still a lack/shortage of attention to sampling issues like power analysis, practicing data sharing, and using data-rich/accountable visuals, with no significant improvement over time. These results highlighted areas where improvements in methodological rigor are needed to enhance the credibility and generalizability of quantitative research in applied linguistics. The study promotes best practices in research design and reporting, informs the development of guidelines for future research, and fosters a more critical and reflective approach to interpreting quantitative findings in the field.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 3","pages":"Article 100273"},"PeriodicalIF":0.0,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145264686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bibliographic analysis in solving pitch doubling issues 书目分析解决音高加倍问题

Research Methods in Applied Linguistics

Pub Date : 2025-09-30 DOI: 10.1016/j.rmal.2025.100271

Xiuming Wang , Shan Chen , Yuanzhao Ding

Pitch doubling is a pitch detection phenomenon in which an algorithm incorrectly identifies the frequency of a note as either double or half of its actual value, representing one of the major pitfalls for pitch detection accuracy. To review the literature on pitch doubling, this study searched the Web of Science Core Collection and systematically filtered relevant studies. Using VOSviewer bibliometric visualization, the research examined trends based on keywords, institutions, and countries or regions in the pitch doubling research field. Drawing on seminal contributions, the paper describes the underlying causes of pitch doubling (e.g., harmonic interference) and reviews existing mitigation methods (e.g., improved pitch detection algorithms). The weaknesses of current approaches are identified, and conclusions are provided to inform the development of more effective solutions to pitch doubling.

音调加倍是一种音调检测现象，其中算法错误地将音符的频率识别为其实际值的两倍或一半，这是音调检测精度的主要缺陷之一。为了回顾音高加倍的相关文献，本研究检索了Web of Science Core Collection，并对相关研究进行了系统筛选。利用VOSviewer文献计量可视化技术，该研究基于关键词、机构、国家或地区对音高加倍研究领域的趋势进行了调查。根据开创性的贡献，本文描述了基音加倍的潜在原因（例如，谐波干扰），并回顾了现有的缓解方法（例如，改进的基音检测算法）。确定了当前方法的弱点，并提供了结论，以便为制定更有效的解决方案提供信息。

引用次数: 0

Validating the Japanese version of the short-form foreign language enjoyment scale 日语简体外语享受量表的验证

Research Methods in Applied Linguistics

Pub Date : 2025-09-30 DOI: 10.1016/j.rmal.2025.100270

Larry Xethakis , Michael Rupp , Oliver Edwards , Mark Howarth , Toshikazu Kawagoe

The study of positive emotions and their influence on language learning has gained considerable attention recently, with foreign language enjoyment being one of the most-studied emotions. The Short-form Foreign Language Enjoyment Scale (S-FLES) is a popular measure of enjoyment, however, this measure has yet to be validated for use in the Japanese context. This study aimed to address this gap by comparing hierarchical and bifactor confirmatory factor analysis (CFA) models, with analogous models employing the innovative technique of exploratory structural equation modeling (ESEM). Responses from 536 undergraduate EFL learners were used in the analysis of the models, with results indicating that the fit of the ESEM models were superior to that of the CFA models. The bifactor ESEM was chosen as the most suitable model of the S-FLES on the basis of its better convergent validity, divergent validity, and reliability, as well as its measurement quality. Invariance testing supported the bifactor model’s configural invariance, as well as its partial metric and scalar invariance across gender. The relationship between the bifactor model and social-behavioral engagement was evaluated as a measure of the S-FLES’s concurrent validity. The model exhibited a very strong degree of predictive power, with the general factor accounting for the greatest degree of variance in social-behavioral engagement. The bifactor model of the S-FLES was shown to be a valid and reliable measure of FLE among Japanese undergraduate EFL learners, providing further support to the use of ESEM in evaluating positive psychological instruments.

积极情绪及其对语言学习的影响的研究近年来引起了人们的广泛关注，其中外语享受是研究最多的情绪之一。简短形式外语享受量表（s - les）是一种流行的享受测量方法，然而，这种测量方法尚未在日语语境中得到验证。本研究旨在通过比较层次和双因素验证性因子分析（CFA）模型与采用探索性结构方程建模（ESEM）创新技术的类似模型来解决这一差距。536名本科英语学习者的反馈被用于模型分析，结果表明ESEM模型的拟合优于CFA模型。基于双因子ESEM模型具有较好的收敛效度、发散效度和信度，以及其测量质量，我们选择该模型作为s - les的最合适模型。不变性测试支持双因素模型的配置不变性，以及跨性别的部分度量和标量不变性。双因素模型与社会行为参与之间的关系被评估为s - les并发效度的衡量标准。该模型显示出很强的预测能力，一般因素在社会行为参与中占最大程度的差异。本研究的双因子模型是衡量日本大学生英语学习者英语学习能力的有效且可靠的方法，为ESEM在评估积极心理工具中的应用提供了进一步的支持。

{"title":"Validating the Japanese version of the short-form foreign language enjoyment scale","authors":"Larry Xethakis , Michael Rupp , Oliver Edwards , Mark Howarth , Toshikazu Kawagoe","doi":"10.1016/j.rmal.2025.100270","DOIUrl":"10.1016/j.rmal.2025.100270","url":null,"abstract":"<div><div>The study of positive emotions and their influence on language learning has gained considerable attention recently, with foreign language enjoyment being one of the most-studied emotions. The Short-form Foreign Language Enjoyment Scale (S-FLES) is a popular measure of enjoyment, however, this measure has yet to be validated for use in the Japanese context. This study aimed to address this gap by comparing hierarchical and bifactor confirmatory factor analysis (CFA) models, with analogous models employing the innovative technique of exploratory structural equation modeling (ESEM). Responses from 536 undergraduate EFL learners were used in the analysis of the models, with results indicating that the fit of the ESEM models were superior to that of the CFA models. The bifactor ESEM was chosen as the most suitable model of the S-FLES on the basis of its better convergent validity, divergent validity, and reliability, as well as its measurement quality. Invariance testing supported the bifactor model’s configural invariance, as well as its partial metric and scalar invariance across gender. The relationship between the bifactor model and social-behavioral engagement was evaluated as a measure of the S-FLES’s concurrent validity. The model exhibited a very strong degree of predictive power, with the general factor accounting for the greatest degree of variance in social-behavioral engagement. The bifactor model of the S-FLES was shown to be a valid and reliable measure of FLE among Japanese undergraduate EFL learners, providing further support to the use of ESEM in evaluating positive psychological instruments.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 3","pages":"Article 100270"},"PeriodicalIF":0.0,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Designing and validating an AI-supported tool for enhancing critical inquiry in EFL education 设计和验证一个人工智能支持的工具，以加强英语教育中的批判性探究

Research Methods in Applied Linguistics

Pub Date : 2025-09-30 DOI: 10.1016/j.rmal.2025.100266

Wan Yee Winsy Lai , Paul Kim , Ju Seong Lee

As Generative AI (GenAI) technologies advance rapidly, educational settings face an urgent need for targeted interventions to cultivate learners’ critical, higher-order inquiry skills, so they can effectively navigate, assess, and apply AI-generated content. The urgency of this imperative is magnified for EFL learners in test-driven educational contexts that foster passive learning behaviors, discourage questioning, and inhibit critical thinking. To address these issues, we developed an AI-powered tool designed to evaluate questions based on Bloom’s Taxonomy, a six-level framework of cognitive processes, ranging from basic recall questions (Level 1) to advanced questions that trigger creative and evaluative thinking (Level 5). In study 1, the reliability of the tool was confirmed through multiple inter-rater tests with strong agreement. In study 2, we implemented an intervention program that integrated Bloom’s Taxonomy, targeted readings, group discussions, and sharing to enhance inquiry skills among EFL undergraduate students. Four statistical analyses in SPSS 29.0—including ICC for inter-rater reliability, Pearson correlation, and regression—were conducted to validate the AI-powered inquiry evaluation tool. Across 174 questions, students’ average inquiry level improved from 3.3 to 4.1 (on a five-level scale), showing a significant 0.8-level increase and meaningful enhancement in question quality. The study provides solid evidence of the reliability and validity of the AI-powered inquiry evaluation tool as an objective, real-time method that enhances the efficiency, consistency, and scalability of assessments, offering valuable guidance for EFL practitioners, curriculum designers, researchers, educators, and institutions in integrating evidence-based, inquiry-driven tools into EFL programs.

随着生成式人工智能（GenAI）技术的快速发展，教育环境迫切需要有针对性的干预措施，以培养学习者的关键、高阶探究技能，使他们能够有效地导航、评估和应用人工智能生成的内容。在应试教育环境中，这种迫切性对英语学习者来说被放大了，这种环境助长了被动学习行为，阻碍了提问，抑制了批判性思维。为了解决这些问题，我们开发了一个人工智能驱动的工具，旨在根据布鲁姆分类法（Bloom’s Taxonomy）评估问题，布鲁姆分类法是一个六级认知过程框架，从基本的回忆问题（1级）到触发创造性和评估性思维的高级问题（5级）。在研究1中，该工具的可靠性通过多个评估者之间的检验得到了证实，并具有很强的一致性。在研究2中，我们实施了一项干预计划，将布鲁姆分类法、有针对性的阅读、小组讨论和分享结合起来，以提高英语本科生的探究技能。在SPSS 29.0中进行了四项统计分析，包括评估者间信度的ICC， Pearson相关性和回归，以验证人工智能驱动的查询评估工具。在174个问题中，学生的平均探究水平从3.3提高到4.1（5个等级），显著提高了0.8个等级，问题质量有意义的提高。该研究提供了确凿的证据，证明了人工智能驱动的探究性评估工具作为一种客观、实时的方法的可靠性和有效性，它提高了评估的效率、一致性和可扩展性，为EFL从业者、课程设计师、研究人员、教育工作者和机构在将基于证据的、探究性驱动的工具整合到EFL课程中提供了有价值的指导。

{"title":"Designing and validating an AI-supported tool for enhancing critical inquiry in EFL education","authors":"Wan Yee Winsy Lai , Paul Kim , Ju Seong Lee","doi":"10.1016/j.rmal.2025.100266","DOIUrl":"10.1016/j.rmal.2025.100266","url":null,"abstract":"<div><div>As Generative AI (GenAI) technologies advance rapidly, educational settings face an urgent need for targeted interventions to cultivate learners’ critical, higher-order inquiry skills, so they can effectively navigate, assess, and apply AI-generated content. The urgency of this imperative is magnified for EFL learners in test-driven educational contexts that foster passive learning behaviors, discourage questioning, and inhibit critical thinking. To address these issues, we developed an AI-powered tool designed to evaluate questions based on Bloom’s Taxonomy, a six-level framework of cognitive processes, ranging from basic recall questions (Level 1) to advanced questions that trigger creative and evaluative thinking (Level 5). In study 1, the reliability of the tool was confirmed through multiple inter-rater tests with strong agreement. In study 2, we implemented an intervention program that integrated Bloom’s Taxonomy, targeted readings, group discussions, and sharing to enhance inquiry skills among EFL undergraduate students. Four statistical analyses in SPSS 29.0—including ICC for inter-rater reliability, Pearson correlation, and regression—were conducted to validate the AI-powered inquiry evaluation tool. Across 174 questions, students’ average inquiry level improved from 3.3 to 4.1 (on a five-level scale), showing a significant 0.8-level increase and meaningful enhancement in question quality. The study provides solid evidence of the reliability and validity of the AI-powered inquiry evaluation tool as an objective, real-time method that enhances the efficiency, consistency, and scalability of assessments, offering valuable guidance for EFL practitioners, curriculum designers, researchers, educators, and institutions in integrating evidence-based, inquiry-driven tools into EFL programs.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 3","pages":"Article 100266"},"PeriodicalIF":0.0,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Semantic prosody, categorisation and inter-rater reliability 语义韵律、分类和信度

Research Methods in Applied Linguistics

Pub Date : 2025-09-29 DOI: 10.1016/j.rmal.2025.100264

Mathias Russnes

This article investigates the inter-rater reliability of established methods of categorising semantic prosody. Semantic prosody is a concept associated with corpus linguistics, which describes the tendency of seemingly neutral items to occur in particular evaluative contexts. In previous research on semantic prosody, there has been a heavy reliance on manual analysis of smaller samples, and because of this, questions have been raised about the stability of the established methods for categorisation. Furthermore, there is also a lack of consensus regarding how such categorisations should be operationalised. Traditionally, it has often been viewed in binary terms, distinguishing between positive and negative prosodies. However, this restricted system has also received criticism, and certain researchers have adopted a more comprehensive (or fine-grained) categorisation, more connected to a unit’s semantic preference. This paper aims to evaluate the inter-analyst consistency of these systems through two experimental studies, in which four researchers independently analyse the same set of random concordance lines of the items habit and views from BNC2014, applying both methods of categorisation. The results indicate that a binary distinction between positive and negative offers a higher inter-analyst consistency than a more fine-grained categorisation. Additionally, this more comprehensive system was also found to obscure the borders between semantic preference and semantic prosody. However, because neither system achieved satisfactory inter-rater agreement, both studies highlight the need for more objective methods of analysing and categorising semantic prosody.

本文研究了已建立的语义韵律分类方法的间信度。语义韵律是一个与语料库语言学相关的概念，它描述了看似中性的项目在特定的评价语境中出现的趋势。在先前的语义韵律研究中，大量依赖于对较小样本的人工分析，因此，对既定分类方法的稳定性提出了质疑。此外，关于如何实施这种分类也缺乏共识。传统上，它经常被看作是二元的，区分积极和消极的韵律。然而，这种受限制的系统也受到了批评，某些研究人员采用了更全面（或细粒度）的分类，与单位的语义偏好更相关。本文旨在通过两项实验研究来评估这些系统的内部一致性，其中四名研究人员分别使用两种分类方法，独立分析了BNC2014中项目习惯和观点的同一组随机一致性线。结果表明，积极和消极之间的二元区分比更细粒度的分类提供了更高的分析师之间的一致性。此外，这个更全面的系统也被发现模糊了语义偏好和语义韵律之间的界限。然而，由于两种系统都没有达到令人满意的一致性，这两项研究都强调需要更客观的方法来分析和分类语义韵律。

{"title":"Semantic prosody, categorisation and inter-rater reliability","authors":"Mathias Russnes","doi":"10.1016/j.rmal.2025.100264","DOIUrl":"10.1016/j.rmal.2025.100264","url":null,"abstract":"<div><div>This article investigates the inter-rater reliability of established methods of categorising semantic prosody. Semantic prosody is a concept associated with corpus linguistics, which describes the tendency of seemingly neutral items to occur in particular evaluative contexts. In previous research on semantic prosody, there has been a heavy reliance on manual analysis of smaller samples, and because of this, questions have been raised about the stability of the established methods for categorisation. Furthermore, there is also a lack of consensus regarding how such categorisations should be operationalised. Traditionally, it has often been viewed in binary terms, distinguishing between <em>positive</em> and <em>negative</em> prosodies. However, this restricted system has also received criticism, and certain researchers have adopted a more comprehensive (or fine-grained) categorisation, more connected to a unit’s semantic preference. This paper aims to evaluate the inter-analyst consistency of these systems through two experimental studies, in which four researchers independently analyse the same set of random concordance lines of the items <em>habit</em> and <em>views</em> from BNC2014, applying both methods of categorisation. The results indicate that a binary distinction between <em>positive</em> and <em>negative</em> offers a higher inter-analyst consistency than a more fine-grained categorisation. Additionally, this more comprehensive system was also found to obscure the borders between semantic preference and semantic prosody. However, because neither system achieved satisfactory inter-rater agreement, both studies highlight the need for more objective methods of analysing and categorising semantic prosody.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 3","pages":"Article 100264"},"PeriodicalIF":0.0,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From monologic to dialogic: Conceptual and methodological issues in metadiscourse studies 从一元到对话：元话语研究中的概念与方法问题

Research Methods in Applied Linguistics

Pub Date : 2025-09-26 DOI: 10.1016/j.rmal.2025.100268

Wen Xin, Lei Jiang

Metadiscourse has predominantly been studied in monologic written academic discourse, especially in research articles and student writing, largely due to the influence of two widely adopted models of metadiscourse developed by Hyland (2005) and Ädel (2006). In this article, we illustrate several conceptual and methodological challenges involved in implementing the two influential models into the genre of written feedback, a non-traditional, dialogic academic genre that both depends on and responds to another genre (student writing). We conclude by proposing potential pathways for addressing these conceptual and methodological challenges. The pathways may also be applicable to other written dialogic genres.

元话语主要在单一书面学术话语中进行研究，特别是在研究文章和学生写作中，这主要是由于Hyland（2005）和Ädel（2006）开发的两种广泛采用的元话语模型的影响。在本文中，我们阐述了将这两种有影响力的模型应用到书面反馈类型中所涉及的几个概念和方法上的挑战，书面反馈是一种非传统的、对话式的学术类型，既依赖于另一种类型（学生写作），也对其做出反应。最后，我们提出了解决这些概念和方法挑战的潜在途径。所述路径也可适用于其他书面对话类型。

引用次数: 0

Does data collection mode matter for word learning trajectory: processing variability in lab and web environments 数据收集模式对单词学习轨迹有影响吗：实验室和网络环境下的处理变异性

Research Methods in Applied Linguistics

Pub Date : 2025-09-25 DOI: 10.1016/j.rmal.2025.100262

Yingzhao Chen , Danni Zhang

Critics have expressed concerns about reaction time (RT) data collected online due to their sensitivity to timing accuracy (Chetverikov & Upravitelev, 2016). While research involving first-language speakers has largely demonstrated the comparability of web and lab RT data, second-language (L2) researchers have only recently started to do so (Patterson & Nicklin, 2023). Further, there is a lack of research on whether learning trajectories captured by RTs in-person studies may be generalized to the web environment. This study compares how L2 word learning progressed as indexed by RTs and the coefficient of variation (CV) online and in person. Eighty-three first-language speakers of English studied 20 Swahili words and then went through 20 rounds of animacy judgment tasks. Participants completed the experiment in a lab or online. We found markedly different trends for RTs and CVs in lab and web environments. In general, results from the lab largely replicated previous in-person studies on the same topic: RTs declined significantly, and CVs followed an inverted U-shape before a plateau. For the web participants, RTs showed smaller changes while CVs were stable throughout learning. We discussed the viability of conducting learning experiments online where the outcome is assessed by RT-based measures.

批评者对在线收集的反应时间（RT）数据表示担忧，因为它们对时间准确性很敏感（Chetverikov & Upravitelev, 2016）。虽然涉及第一语言使用者的研究在很大程度上证明了网络和实验室RT数据的可比性，但第二语言（L2）研究人员直到最近才开始这样做（Patterson & Nicklin, 2023）。此外，关于RTs在个人研究中捕获的学习轨迹是否可以推广到网络环境的研究也很缺乏。本研究比较了二语单词学习的进展情况，以RTs和变异系数（CV）为指标，在线和面对面。83名母语为英语的人学习了20个斯瓦希里语单词，然后进行了20轮动画判断任务。参与者在实验室或网上完成了实验。我们发现RTs和cv在实验室和网络环境中的发展趋势明显不同。总的来说，实验室的结果在很大程度上重复了之前对同一主题的现场研究：RTs显著下降，cv在平台之前呈倒u形。对于网络参与者来说，RTs的变化较小，而cv在整个学习过程中保持稳定。我们讨论了进行在线学习实验的可行性，其中结果是通过基于rt的措施来评估的。

{"title":"Does data collection mode matter for word learning trajectory: processing variability in lab and web environments","authors":"Yingzhao Chen , Danni Zhang","doi":"10.1016/j.rmal.2025.100262","DOIUrl":"10.1016/j.rmal.2025.100262","url":null,"abstract":"<div><div>Critics have expressed concerns about reaction time (RT) data collected online due to their sensitivity to timing accuracy (Chetverikov & Upravitelev, 2016). While research involving first-language speakers has largely demonstrated the comparability of web and lab RT data, second-language (L2) researchers have only recently started to do so (Patterson & Nicklin, 2023). Further, there is a lack of research on whether learning trajectories captured by RTs in-person studies may be generalized to the web environment. This study compares how L2 word learning progressed as indexed by RTs and the coefficient of variation (CV) online and in person. Eighty-three first-language speakers of English studied 20 Swahili words and then went through 20 rounds of animacy judgment tasks. Participants completed the experiment in a lab or online. We found markedly different trends for RTs and CVs in lab and web environments. In general, results from the lab largely replicated previous in-person studies on the same topic: RTs declined significantly, and CVs followed an inverted U-shape before a plateau. For the web participants, RTs showed smaller changes while CVs were stable throughout learning. We discussed the viability of conducting learning experiments online where the outcome is assessed by RT-based measures.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 3","pages":"Article 100262"},"PeriodicalIF":0.0,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reframing subjectivity and construct elicitation: Applying the repertory grid technique in applied linguistics research 重构主体性与构式启发：库网格技术在应用语言学研究中的应用

Research Methods in Applied Linguistics

Pub Date : 2025-09-18 DOI: 10.1016/j.rmal.2025.100261

Pariwat Imsa-ard

As applied linguistics turns increasingly towards subjectivity and individualized meaning-making, there is a pressing need for research methods that can systematically access tacit beliefs while preserving analytic transparency. This article introduces and advocates for the Repertory Grid Technique (RGT), grounded in Personal Construct Theory, as a flexible and rigorous tool for qualitative and mixed-methods inquiry. Rather than testing hypotheses, the article offers a methodologically driven illustration of RGT’s application in applied linguistics. Through a structured workflow–construct elicitation via triadic comparison, matrix rating, visual modeling, and post-grid reflection–the technique reveals participants’ personal constructs in their own views and supports both within-case and cross-case analysis. An illustrative study with three Thai EFL teachers shows how RGT captures complex, sometimes contradictory, conceptualizations of teacher roles and agency. The article provides step-by-step guidance, analytic demonstrations, and reflections on ethical, cognitive, and design challenges. RGT emerges not only as a methodological option but as a conceptual lens through which subjectivity can be explored systematically. Its capacity to generate participant-centered data, support visual and statistical analysis, and foster reflective engagement makes it a valuable addition to the applied linguistics methodological repertoire.

随着应用语言学日益转向主观性和个性化的意义形成，迫切需要能够系统地获取隐性信念同时保持分析透明度的研究方法。本文介绍并提倡基于个人构形理论的储备网格技术（RGT）作为一种灵活而严谨的定性和混合方法探究工具。而不是测试假设，文章提供了一个方法驱动的说明RGT在应用语言学中的应用。通过结构化的工作流程——通过三合一比较、矩阵评级、视觉建模和后网格反射的构造引出——该技术揭示了参与者在他们自己的观点中的个人构造，并支持案例内和跨案例分析。一项针对三位泰国英语教师的说说性研究表明，RGT如何捕捉到教师角色和代理的复杂，有时甚至是矛盾的概念。这篇文章提供了一步一步的指导、分析演示，以及对伦理、认知和设计挑战的反思。RGT不仅作为一种方法论选择出现，而且作为一种概念镜头，通过它可以系统地探索主体性。它能够生成以参与者为中心的数据，支持视觉和统计分析，并促进反思性参与，使其成为应用语言学方法库中有价值的补充。

{"title":"Reframing subjectivity and construct elicitation: Applying the repertory grid technique in applied linguistics research","authors":"Pariwat Imsa-ard","doi":"10.1016/j.rmal.2025.100261","DOIUrl":"10.1016/j.rmal.2025.100261","url":null,"abstract":"<div><div>As applied linguistics turns increasingly towards subjectivity and individualized meaning-making, there is a pressing need for research methods that can systematically access tacit beliefs while preserving analytic transparency. This article introduces and advocates for the Repertory Grid Technique (RGT), grounded in Personal Construct Theory, as a flexible and rigorous tool for qualitative and mixed-methods inquiry. Rather than testing hypotheses, the article offers a methodologically driven illustration of RGT’s application in applied linguistics. Through a structured workflow–construct elicitation via triadic comparison, matrix rating, visual modeling, and post-grid reflection–the technique reveals participants’ personal constructs in their own views and supports both within-case and cross-case analysis. An illustrative study with three Thai EFL teachers shows how RGT captures complex, sometimes contradictory, conceptualizations of teacher roles and agency. The article provides step-by-step guidance, analytic demonstrations, and reflections on ethical, cognitive, and design challenges. RGT emerges not only as a methodological option but as a conceptual lens through which subjectivity can be explored systematically. Its capacity to generate participant-centered data, support visual and statistical analysis, and foster reflective engagement makes it a valuable addition to the applied linguistics methodological repertoire.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 3","pages":"Article 100261"},"PeriodicalIF":0.0,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating methodological features of research on translanguaging pedagogy in English Medium Instruction (EMI) 英语媒介教学中译语教学法研究的方法论特征评价

Research Methods in Applied Linguistics

Pub Date : 2025-09-17 DOI: 10.1016/j.rmal.2025.100263

Junwei Sam Liao , Fan Fang , Lawrence Jun Zhang

Research on translanguaging has gained momentum in recent years. However, there is little literature systematically documenting the research methodologies of translangaging pedagogy employed for carrying out this line of research in English Medium Instruction (EMI) contexts. Thus, we made an attempt to examine studies on translanguaging pedagogy in EMI from 2014 to 2024. Utilising a qualitative meta-synthesis approach, we analysed 10 empirical studies through systematic searches in the Web of Science Core Collection and the Scopus database. Findings revealed a predominance of qualitative methodologies, such as case studies and thematic analysis, with data collected via semi-structured interviews, classroom observations, surveys, and student artifacts. These studies largely concentrated on Asian contexts and at the tertiary level, exploring teachers’ and students’ translanguaging perceptions and strategies in EMI classrooms. Despite the depth provided by qualitative approaches, the review identified a lack of quantitative and mixed-methods research in this field. The absence of research frameworks and contextual diversity highlights gaps in the field. The paper, therefore, concludes with recommendations for more research using multiple methodologies to explore translanguaging pedagogies in different EMI contexts and specific EMI subjects, as well as potential research objectives and research fields.

近年来，对译语的研究发展迅速。然而，很少有文献系统地记录翻译教学法的研究方法，用于在英语媒介教学（EMI）背景下开展这一研究。因此，我们尝试对2014年至2024年EMI的译语教学法研究进行考察。利用定性综合方法，我们通过系统检索Web of Science核心合集和Scopus数据库，分析了10项实证研究。调查结果显示，定性方法占主导地位，如案例研究和专题分析，通过半结构化访谈、课堂观察、调查和学生人工制品收集数据。这些研究主要集中在亚洲背景和高等教育水平，探索EMI课堂中教师和学生的译语感知和策略。尽管定性方法提供了深度，但审查发现该领域缺乏定量和混合方法研究。缺乏研究框架和背景多样性突出了该领域的差距。因此，本文最后建议使用多种方法进行更多的研究，以探索不同EMI背景和特定EMI主题下的译语教学法，以及潜在的研究目标和研究领域。

{"title":"Evaluating methodological features of research on translanguaging pedagogy in English Medium Instruction (EMI)","authors":"Junwei Sam Liao , Fan Fang , Lawrence Jun Zhang","doi":"10.1016/j.rmal.2025.100263","DOIUrl":"10.1016/j.rmal.2025.100263","url":null,"abstract":"<div><div>Research on translanguaging has gained momentum in recent years. However, there is little literature systematically documenting the research methodologies of translangaging pedagogy employed for carrying out this line of research in English Medium Instruction (EMI) contexts. Thus, we made an attempt to examine studies on translanguaging pedagogy in EMI from 2014 to 2024. Utilising a qualitative meta-synthesis approach, we analysed 10 empirical studies through systematic searches in the Web of Science Core Collection and the Scopus database. Findings revealed a predominance of qualitative methodologies, such as case studies and thematic analysis, with data collected via semi-structured interviews, classroom observations, surveys, and student artifacts. These studies largely concentrated on Asian contexts and at the tertiary level, exploring teachers’ and students’ translanguaging perceptions and strategies in EMI classrooms. Despite the depth provided by qualitative approaches, the review identified a lack of quantitative and mixed-methods research in this field. The absence of research frameworks and contextual diversity highlights gaps in the field. The paper, therefore, concludes with recommendations for more research using multiple methodologies to explore translanguaging pedagogies in different EMI contexts and specific EMI subjects, as well as potential research objectives and research fields.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 3","pages":"Article 100263"},"PeriodicalIF":0.0,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Identifying and explaining L2 growth spurts: A tutorial on generalized additive models for time-intensive longitudinal data in applied linguistics research 识别和解释第二语言生长突增：应用语言学研究中时间密集型纵向数据的广义加性模型教程

Research Methods in Applied Linguistics

Pub Date : 2025-09-15 DOI: 10.1016/j.rmal.2025.100259

Mason A. Wirtz, Simone E. Pfenninger

Recent years have seen a marked increase in the use of time-intensive longitudinal designs in applied linguistics, particularly in second language acquisition (SLA) research, where individual developmental trajectories have become inferential targets in their own right. Generalized additive mixed-effects models (GAMMs) have emerged as a powerful tool for modeling between- and within-person variation, for disentangling linear from nonlinear relationships, and for assessing the predictive power of (relatively) static (e.g., gender, educational attainment) alongside time-varying (e.g., socioaffect, cognition) predictors on developmental pathways. Setting our tutorial apart from other GAMM resources in computational linguistics, phonetics, and sociolinguistics, we present the first in-depth application of GAMMs to identify and explain periods of significant change (growth or decline) in longitudinal datasets with repeated measurements. We draw on a novel micro-development study comprising 43 older adult L2 learners who completed a battery of L2, socioaffective, and cognitive tasks in 30 consecutive waves across a period of two years (i.e., 30 measures per participant per task). Our contribution guides readers through the computational steps to identify periods of statistically significant change. We then illustrate how findings can be interpreted and supplemented with both qualitative introspective data and quantitative measures of individual learner differences. While our tutorial focuses on SLA research, the methods are applicable to any number of disciplines in the social and natural sciences where developmental patterns are of direct inferential interest.

近年来，在应用语言学中，特别是在第二语言习得（SLA）研究中，时间密集型纵向设计的使用显著增加，在这些研究中，个体发展轨迹本身就成为了推理目标。广义可加性混合效应模型（GAMMs）已经成为一种强大的工具，用于建模人与人之间和人与人之间的变化，用于从非线性关系中分离线性关系，以及用于评估（相对）静态（例如，性别，教育程度）和时变（例如，社会影响，认知）对发展途径的预测能力。将我们的教程与计算语言学、语音学和社会语言学中的其他GAMM资源区分开来，我们首次深入应用GAMM来识别和解释纵向数据集中重复测量的重大变化（增长或下降）时期。我们利用了一项新的微观发展研究，该研究由43名老年L2学习者组成，他们在两年的时间里连续30波完成了L2、社会情感和认知任务（即每个参与者每个任务30个测量）。我们的贡献引导读者通过计算步骤来确定统计上显著变化的时期。然后，我们说明了如何用定性内省数据和个体学习者差异的定量测量来解释和补充研究结果。虽然我们的教程侧重于SLA研究，但这些方法适用于社会科学和自然科学中的任何学科，其中发展模式具有直接的推理兴趣。

{"title":"Identifying and explaining L2 growth spurts: A tutorial on generalized additive models for time-intensive longitudinal data in applied linguistics research","authors":"Mason A. Wirtz, Simone E. Pfenninger","doi":"10.1016/j.rmal.2025.100259","DOIUrl":"10.1016/j.rmal.2025.100259","url":null,"abstract":"<div><div>Recent years have seen a marked increase in the use of time-intensive longitudinal designs in applied linguistics, particularly in second language acquisition (SLA) research, where individual developmental trajectories have become inferential targets in their own right. Generalized additive mixed-effects models (GAMMs) have emerged as a powerful tool for modeling between- and within-person variation, for disentangling linear from nonlinear relationships, and for assessing the predictive power of (relatively) static (e.g., gender, educational attainment) alongside time-varying (e.g., socioaffect, cognition) predictors on developmental pathways. Setting our tutorial apart from other GAMM resources in computational linguistics, phonetics, and sociolinguistics, we present the first in-depth application of GAMMs to identify and explain periods of significant change (growth or decline) in longitudinal datasets with repeated measurements. We draw on a novel micro-development study comprising 43 older adult L2 learners who completed a battery of L2, socioaffective, and cognitive tasks in 30 consecutive waves across a period of two years (i.e., 30 measures per participant per task). Our contribution guides readers through the computational steps to identify periods of statistically significant change. We then illustrate how findings can be interpreted and supplemented with both qualitative introspective data and quantitative measures of individual learner differences. While our tutorial focuses on SLA research, the methods are applicable to any number of disciplines in the social and natural sciences where developmental patterns are of direct inferential interest.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 3","pages":"Article 100259"},"PeriodicalIF":0.0,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0