l2-achievement
Filtering by topic l2-achievement(2)Clear all filters
- PaperLanguage Teaching16 Jun 2026
A multilevel Bayesian meta-analysis of the effects of translanguaging pedagogy on L2 achievement
Xiaoqi Wang, Lawrence Jun Zhang
A multilevel Bayesian meta-analysis of 40 studies (3,145 learners) found a large positive effect (g=1.014) of translanguaging pedagogy on L2 achievement, with educational level and target language skills as credible moderators. Tertiary-level learners and speaking outcomes yielded the largest effects, while target language and treatment duration did not significantly moderate outcomes.
Original abstract
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.
- PaperApplied Linguistics21 May 2026
The impact of L2 learners’ use of AI on their grit, shyness, and L2 achievements
Dae-Min Kang
A study of 122 Korean university students found that L2 learners' use of AI significantly increased their grit and TOEIC scores while reducing shyness, with intermediate-level students showing the greatest changes.
Original abstract
This study looked at the long-term impact of the use of artificial intelligence (AI) on the grit, shyness, and overall language achievements of L2 English learners at different levels of proficiency. A total of 122 Korean university students participated in the study. The three research instruments consisted of L2 grit and shyness scales, the Test of English for International Communication (TOEIC), and focus group interviews. The results indicated that the learners increased their L2 grit levels and TOEIC scores and decreased their shyness levels because of the rise in AI use. Of the proficiency groups, the intermediate level group’s increases/decreases were the greatest. Further, these changes were significant. Based on the findings of the study, implications are suggested.