Framed within Social Interdependence Theory, this study investigated how learner factors (interaction mindsets and task perceptions) relate to learner engagement, task completion, and lexical learning. One hundred and five L2 learners of English completed an interaction-mindsets questionnaire and a lexical pre-test, performed two interactive tasks (i.e., collaborative spatial planning task vs. asymmetric visual comparison task), completed an engagement questionnaire, and participated in a post-test and a debriefing. Learner interactions were coded for engagement (semantically engaged talk, responsiveness, LREs), while survey and interview data were analyzed using inferential statistics and thematic analysis. Our results showed that interaction mindsets predicted various dimensions of engagement (i.e., cognitive, social, and emotional) and lexical learning. Most learners viewed tasks positively despite their differing foci. Follow-up tests revealed the impact of task type on engagement, which in turn predicted task completion. The results evidence links between learner factors, engagement, and learning outcomes, which highlights the need to foster positive interaction mindsets and task perceptions to enhance engagement and learning.

This study investigates whether adult learners can simultaneously acquire the sounds, words, and grammar of a novel language through cross-situational statistical learning (CSL). English-speaking participants were exposed to an artificial language with unfamiliar phonology and varying morphological salience. Results showed measurable acquisition of nouns and verbs, but limited learning of adjectives and case markers. Importantly, only participants in the high-salience condition showed sensitivity to morphosyntactic violations, suggesting that perceptual salience enhances awareness of grammatical structure. A word–picture matching task revealed that learners encoded phonolexical forms imprecisely: while clearly deviant items were rejected, minimally different lures were often accepted. Finally, individual differences in phonolexical precision were only weakly associated with phonetic discrimination ability. These findings demonstrate the power and limits of CSL in second-language learning and highlight the importance of perceptual cues for acquiring complex L2 structure.

In the field of second language (L2) research, interest in applying meta-analytic techniques has gained momentum in recent years. Considering the potentially far-reaching impact of meta-analyses, they must adhere to rigorous methodological practices and a high level of transparency regarding decisions made throughout the meta-analytic process. This study empirically assessed the methodological and reporting practices of 224 L2 meta-analyses published across 99 journals. To conduct systematic coding, a comprehensive instrument was developed, comprising 39 items that each address a key aspect of meta-analytic methodology or reporting practice. The overall findings provided an overview of current practices, identifying both strengths and areas for improvement. Based on the findings, recommendations were offered for improving methodological rigor and transparency in L2 meta-analyses. Additionally, the comprehensive coding instrument developed in this study offers a valuable resource for the systematic evaluation of methodological and reporting practices in future L2 meta-analytic research.

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.

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.

This study investigated the effects of contextual diversity (CD) on second language incidental vocabulary learning. A total of 124 Japanese learners of English were allocated to a control group or 2 experimental groups, either a high contextual diversity (HCD) or a low contextual diversity (LCD) group. Participants in the HCD group encountered target words across three different texts that varied in genre and topic, while those in the LCD group read three different texts that shared the same genre and topic. Meaning recall and recognition tests were conducted at pretest, immediate posttest, and delayed posttest. Results showed that HCD outperformed LCD on meaning recognition at the delayed posttest. Moreover, learners with greater prior vocabulary knowledge tended to benefit more from contextually varied input, whereas such input may have adverse effects on learners with lower lexical proficiency. This study offers insights into the role of CD in incidental vocabulary acquisition and provides pedagogical implications for optimally incorporating input variability into L2 vocabulary instruction.

Screen-based reading has frequently been associated with lower comprehension than reading on paper, a phenomenon known as screen inferiority. Although cognitive capacity, linguistic knowledge, and digital usage vary across learners, it remains underexplored how individual-difference factors shape medium effects in second-language (L2) reading among adolescents. We investigated how reading on paper versus tablets affects L2 reading comprehension among 240 Korean eighth graders learning English and whether medium effects are moderated by working memory, L2 proficiency, and tablet experience. Participants completed comprehension tests under both conditions, along with a reading span task, a proficiency test, and a tablet-usage questionnaire. Results showed that participants performed worse on tablets than on paper; these gaps were larger among learners with higher spans and proficiency. In contrast, tablet experience did not interact with reading medium. These findings underscore the need for explicit instruction to support effective L2 reading on digital devices, even for high-performing learners.

While the movement toward open science (OS) has gained substantial traction among quantitative inquiries, qualitative research, particularly in second language (L2) contexts, remains underrepresented. L2 qualitative research is characterized by complex, multimodal, multilayered, and contextually situated linguistic and non-linguistic data; yet existing openness debates underplay the ethical and relational dimensions essential to this inquiry. In response, this paper introduces guidelines on conducting L2 ethical and accountable research in qualitative contexts (CLEAR-Qual), the first practitioner-informed, phase-by-phase framework designed to operationalize openness for L2 qualitative work as an ethical, reflexive, and collaborative stance rather than an all-or-nothing technical fix.

Developed using the Delphi method, CLEAR-Qual distinguishes openness on research (i.e., outward reporting) from openness with research (i.e., processual, participant-centered practices) and aligns OS principles with the contextual, emergent nature of qualitative second language research. The framework articulates core and advisory practices across five phases (pre-study, data collection, analysis, reporting, and post-study). Key recommendations include preregistration, tiered consent acquisition, rigorous anonymization, reflexive documentation, knowledge co-creation, secure data management, and ethical data-use agreements for secondary access. By situating accountability at the center of the research process, CLEAR-Qual provides actionable guidelines for researchers, reviewers, and editors committed to transparent, ethically robust qualitative research in L2 contexts.

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.

Natural phonetic variability such as talker differences facilitates second language (L2) word learning. Whether accent variability enhances the talker variability benefit, particularly in the learning of words that differ only in lexical tones, has not yet been examined despite its potential applied value for L2 tone language learning. Two groups of monolingual English speakers completed six training sessions on four minimal-tone quadrads of Mandarin monosyllabic pseudowords, produced either by 12 talkers from Beijing (single accent) or by four talkers each from Beijing, Yantai, and Guangzhou (multiple accents). Bayesian mixed-effects modeling revealed strong learning improvement across sessions in both conditions, but the multiple-accent group improved faster than the single-accent group. In addition, the multiple-accent group demonstrated superior generalization to new talkers with a familiar and an unfamiliar accent, suggesting that natural L2-Mandarin accent variability facilitates English learners’ access to abstract tone-word lexical representations, beyond the benefits of talker variability alone.

Prior research has reported vocabulary learning benefits from reading while listening (RWL), but few testable predictions have been made regarding an underlying mechanism for benefits. In this study, reading ahead of the audio was examined as a potential source of benefits during RWL. Fifty-nine participants had their eye movements tracked during a contextualized RWL task embedded with 25 pseudowords 10 times each, followed by three learning outcome measures: form recognition, meaning recognition, and meaning recall. Results indicated that (a) reading ahead facilitated initial form decoding as indexed by gaze durations, especially during early instances; (b) it only predicted the deepest level of vocabulary knowledge tested—meaning recall. These findings indicate that reading ahead may reflect the critical alignment between auditory input, orthographic decoding, and phonological encoding processes during reading, thereby facilitating faster processing when reading ahead than not reading ahead, as well as form-meaning mapping for new words.

This meta-analysis aimed to determine whether Chinese-English bilingual children with reading difficulties (RD) have significant deficits in morphological awareness (MA), phonological awareness, and word reading, in both their first and second languages (L1 and L2). It also evaluated the influence of RD severity, age, diglossia context, and methodological design on effect sizes. The study included 29 samples (N = 4,516) from 14 studies on children with RD in L1 morphosyllabic Chinese and L2 morphophonemic English. Results showed medium effect sizes for MA (g = −0.722) and PA (g = −0.625), and a large effect size for word reading (g = −2.042) in L1 Chinese. In L2 English, medium to large effect sizes were found for MA (g = −1.083), PA (g = −0.857), and word reading (g = −0.730). Age was the only significant moderator, with larger deficits observed as age increased. These findings align with studies on monolinguals with dyslexia and bilinguals with normal abilities or disabilities, recommending MA tasks in assessments.

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 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.

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.

In this commentary contextualizing the complexities at the nexus of disability and applied linguistics (AL), the authors highlight the paucity of conscientious attention to disabled populations in AL research, explore the intricacies of choosing appropriate terminology to describe disability and disabled people, challenge scholars in the field to reflect on and make explicit their emic or etic positionality vis-à-vis disability in their research, and call researchers to consider researching with, rather than merely about, disabled second language learners. The authors (a) illustrate how a collection of emergent research studies illuminates critical considerations at this underresearched interdisciplinary intersection in the field, and (b) demonstrate, via example studies in other areas of AL, how scholars may choose to center the disabled second-language learning experience rather than relegate it to the far corners of the field.

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.