The effect of high-immersion virtual reality (HiVR) on second language (L2) learners’ socio-emotional responses has gained increasing attention in recent years, though findings remain mixed. This study meta-analyzed 18 primary studies (31 effect sizes, n = 996) published between 2019 and 2024 to examine (a) the overall effect of HiVR on L2 learners’ socio-emotional variables as compared with low-immersion (2D) language instruction and (b) the extent to which this effect varies as a function of three groups of moderators, including specific socio-emotional variables as well as learner- and treatment-related characteristics. Regarding educational level, the included studies evaluated secondary and postsecondary L2 learners. Using a random-effects model, the resulting aggregate effect size across studies was g = 0.50. Subsequent moderator analyses showed that HiVR significantly increased L2 learners’ sense of presence, self-efficacy, motivation, and engagement, while reducing anxiety as compared to less immersive experiences. Additionally, variability in the effect of HiVR was explained by learners’ proficiency level and target language. No significant moderating effect was identified for educational level, HiVR content, HiVR learning activities, and head-mounted display type. These findings underscore HiVR’s potential as a powerful tool for improving socio-emotional outcomes in L2 learning.

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.

Globalisation and the multilingual turn in applied linguistics have exposed a persistent tension between learners’ linguistic repertoires and traditional monolingual pedagogies. It is out of this tension that translanguaging pedagogy (TP) emerged as an instructional framework grounded in translanguaging theory, witnessing a burgeoning empirical literature on its classroom value. However, the empirical evidence has failed to produce a coherent account of TP’s effectiveness in L2 education, as findings have exhibited considerable heterogeneity across instructional contexts, learner populations, and outcome measures. The present study sought to reconcile these inconsistent findings through a multilevel Bayesian meta-analysis of 108 effect sizes drawn from 40 independent studies among 3,145 learners. The pooled effect size of Hedges’ g = 1.014 (standard error = 0.138, 95% credible interval [0.748, 1.291]) establishes a positive and statistically credible effect of TP on L2 achievement. Moderator analyses identified educational level and target language skills as credible sources of heterogeneity, with tertiary-level learners and speaking outcomes yielding the largest effect sizes. Target language, linguistic distance, and treatment duration did not reach the posterior probability threshold for credible inference. These findings advance the theoretical understanding of TP and furnish an empirically grounded basis for instructional decision-making in L2 education.

This study investigates the role of working memory (WM) in the development of receptive and productive abilities in Spanish among intermediate second/additional language (L2/A) learners. Participants completed WM assessments and receptive and productive language tasks targeting grammatical gender agreement on articles and adjectives (receptive: acceptability judgment task [AJT]; productive: information gap activity). Results showed group-level improvement for productive performance, but substantial variability in growth for both receptive and productive performance. WM did not significantly predict growth in either ability, suggesting that WM may not strongly influence the development of gender agreement accuracy at this intermediate proficiency level. To extend the analysis beyond behavioral outcomes, an exploratory post hoc analysis examined associations between WM and neural responses during receptive processing. By examining parallel receptive and productive performance and integrating behavioral and neurocognitive approaches, this study highlights the value of interdisciplinary methods moving forward for understanding the role of WM in L2/A development.

This study investigates individual factors and workplace practices associated with self-perceived communication competence in the workplace (SPCCW) at a university in Norway. Via an online survey, 313 international academic staff members reported their SPCCW in Norwegian as a second language (L2). Although 92% of the permanent staff who responded reported having taken formal training in L2 Norwegian, only 54% of these felt that they knew enough Norwegian to perform their work effectively. Findings showed that, in addition to length of residence in Norway, having a Germanic first language (other than English) was a significant predictor of SPCCW. Qualitative comments indicated that activities in Norwegian outside of work and having patient interaction partners to practise with were perceived as beneficial for L2 confidence in the workplace. The findings are discussed from a second language acquisition perspective and add to our understanding of how the language competencies needed for work in higher education can be developed.

To contribute to the ongoing discussion on the role of pitch processing in grammar learning, this study examines the extent to which pitch statistical learning (pitch statistical learning (SL); the ability to detect and internalize pitch patterns in auditory input) affects second language (L2) morphosyntax learning outcomes. In the context of 93 Japanese learners of English, piece-wise regression analyses were conducted to compare the roles of their pitch SL abilities and pitch acuity in L2 morphosyntactic knowledge. The results revealed a weak but significant positive correlation between pitch SL and morphosyntactic knowledge, whereas pitch acuity showed no significant association. Further analysis identified a threshold effect: pitch SL has a strong association with morphosyntactic knowledge for learners with lower pitch SL abilities, but not for those with higher pitch SL abilities. These findings suggest that the lack of pitch SL ability could substantially slow down L2 morphosyntactic learning.

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 article presents the results of an acoustic study of nasal assimilation and gestural overlap at word boundaries in Korean and Korean-accented English. Twelve speakers of Seoul Korean recorded phrases containing obstruent#nasal and obstruent#obstruent sequences in both Korean and English. Nasalization of the word-final obstruent, predicted by the rules of Korean phonology, occurred in 93% of obstruent#nasal sequences in Korean and in 32% of such sequences in Korean-accented English, a rate of application higher than that reported in most other studies of external sandhi alternations in nonnative speech. Acoustic analysis found categorical nasalization in the L1 Korean productions, but both categorical and gradient nasalization, along with a high degree of inter- and intraspeaker variation, in the L2 English productions. For a subset of speakers, there was a significant correlation between quantitative measures of nasalization in English and measures of consonant overlap in the English obstruent#obstruent sequences. An analysis in terms of articulatory gestures and the coupled-oscillator model of speech planning is supported. The analysis is based on the ARTICULATORY PHONOLOGY model (Browman & Goldstein 1990a,b, 1992, 2000, Goldstein et al. 2006), though with modifications. Implications for phonetic and phonological representations, and for speech planning in both L1 and L2, are explored.

Learning a second language (L2) is challenging partly due to perceptual strategies inherited from learners’ first language. For example, speakers of tone languages like Mandarin over-use pitch in English prosody perception and production. We developed a novel training paradigm to help Mandarin learners adopt more native-like strategies by enhancing their use of duration relative to pitch cues during prosody categorization. After prosody training, participants used duration more during phrase boundary categorization but showed no clear change for contrastive focus and lexical stress, suggesting that cue weighting training is most effective when targeting a feature’s primary cue. The control group, who practiced English vocabulary, relied more on pitch in lexical stress categorization and phrase boundary production after training, suggesting that without targeted instruction, listeners default to existing strategies. Our findings demonstrate that although default strategies in L2 speech perception are difficult to resist, lifelong perceptual habits can be adjusted with training.

Although studies in Second Language Acquisition have consistently highlighted the fundamental role played by vocabulary in mastering a foreign language, traditional Latin instruction still tends to focus primarily on morphology and syntax at the expenses of vocabulary, with the result that students often struggle to retain the words they are required to memorize. Following in the wake of research on Game-Based Learning, I suggest that introducing board games in the Latin classroom—particularly those designed to develop the different stages of new information acquisition—is an inexpensive and engaging way to facilitate vocabulary learning and retention, as well as to foster students’ socialization and participation.