This study examines the impact of instructor-led (IL) versus self-access (SA) web-based pragmatic instruction on novice second language learners' (n = 28) awareness and oral production of Spanish apologies. Two sections of a second-semester Spanish course were assigned to either the IL or the SA group. The web-based resource "Dancing with…

Over past decades, there has been a paradigm shift in WL instruction, moving away from traditional, grammar-based programs and toward instruction that promotes student proficiency in the target language. Despite this growing attention to proficiency-based instruction, few studies have investigated the relationship between proficiency-based…

The ACTFL Oral Proficiency Interview--computer (OPIc) employs a self-assessment instrument to determine the nature of the speaking prompts to which the test taker will respond and, thus the difficulty of the test. Grounded in research demonstrating varying levels of accuracy in self-assessment among language learners, this study examines the…

The purpose of this article is to provide a review of current research on two of the original ACTFL (American Council on the Teaching of Foreign Languages) research priorities areas, model teacher preparation programs and teacher oral proficiency, as well as a look at future directions for research in these areas. Driven by the call for continued…

While discourse markers (DMs) are crucial for coherence and interactional competence, previous research suggests that learners' usage of DMs differs from L1 speakers. Prior research has taken either a discourse-functional or interactional approach, yet combining these two methods may provide greater understanding of the unique learner…

Though considerable professional discussion has focused on the integration of K-16 curricula, the level of oral proficiency with which students "enter" college and how that the entry level relates to college programs remains untested. The entry landscape is varied, complexified by the diverse curricula that students experience, in…

Higher education Spanish programs in the United States are diverse and complex, especially when it comes to student linguistic background. However, most studies on language proficiency were designed for traditional learners (L2s). In this study, we examine oral proficiency development of 125 Spanish majors in light of four linguistic profiles:…

This study examined the perceived and assessed speaking proficiency levels of 10 in-service Spanish teachers, their use of Spanish in and outside of work, and factors that motivate or hinder the maintenance or development of their proficiency. It also compared their current proficiency levels with their proficiency levels before completion of…

Numerous studies have investigated the effects of prewriting tasks on writing quality and language (e.g., individual vs. collaborative planning, text-chat vs. face-to-face [FTF] discussion, etc.). Recent meta-analyses have found a small advantage for text chat on writing, but no studies involved logographic languages, for which character learning…

Many second language (L2) learners participate in study abroad (SA) experiences believing their choice will be synonymous with increased interaction in the L2, from which enhanced linguistic gains will ensue. Nonetheless, one open question is whether SA participants actually engage in sustained L2 interaction while they are abroad. This paper…

This study examined the effect of benchmarking and peer-assessment activities on second language (L2) French learners' self-assessments of accentedness, comprehensibility, and fluency. The learners, who included 25 L2 French students enrolled in a 15-week university-level French course, recorded two oral presentations at the beginning and the end…

This study explored the role of early oral language in reading development among adult heritage language (HL) learners to provide insights into the possible developmental pattern of HL reading development. One hundred and ninety-five English-speaking Chinese HL (CHL) students participated in this study. They completed a language background survey…

This article is the first large-scale study to document the speaking proficiency outcomes of intensive programs in less commonly taught languages in US higher education. Speaking proficiency was measured by pre- and postprogram ACTFL Oral Proficiency Interviews (N = 484) in 14 languages: Arabic, Bengali, Brazilian Portuguese, Hindi, Indonesian,…

Studies have shown that U.S. learners' proficiency in reading and listening comprehension lags behind their ability to decode words. Recent studies have found that even after 3 years of high school L2 courses, U.S. students fail to develop minimal proficiency in reading comprehension. This paper suggests that while cognitive factors (word decoding…

Computer-mediated, communication-based foreign language learning programs are showing great promise. Among these, video-synchronous mediated communication seems to offer an effective way to provide speaking practice, although research findings have been inconclusive. Furthermore, among studies that have documented the effectiveness of…