Within the same learning context, learners' outcomes in terms of oral fluency vary greatly. This study tracked the relative contributions that first language (L1) and initial second language (L2) fluency skill and working memory (WM) made to L2 fluency development. We assessed the performance of French-speaking Grade 6 learners' (n = 47, mean age:…

For ages, teaching and learning face-to-face has been very popular and considered the best way to achieve knowledge and accomplish academic activities. However, during the COVID-19 Pandemic, where on the one side, the whole world was searching for a solution to cope with the situation on the other side online learning demonstrated a substantial…

This article enters the debate about the complex and dynamical nature of second language acquisition (SLA) by discussing and commenting on Pallotti's critique of Complex Dynamic Systems Theory (CDST). Pallotti's critique brings to the fore the argument that, due to its anti-reductionist stance, CDST research fails to observe three fundamental…

Adult first language (L1) English speakers who are advanced second language (L2) learners of Spanish demonstrate near-ceiling levels of accuracy for some features of Spanish, such as [Person] and [Number] for verbs (McCarthy, 2012; Rodgers, 2011). While for other features, such as [Aspect] for copulas (i.e. ser and estar), and [Person] and…

This present study closely examines a particular type of institutionalized interactions for second language (L2) learning, namely one-on-one instructional sessions between instructors and learners of Japanese at an intensive summer study abroad program in Japan. During these sessions, both instructors and learners employ various form-focused…