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PUSHING FOR PROCESSING: THE ROLES OF DEPTH OF PROCESSING, WORKING MEMORY, AND REACTIVITY ON COMPREHENSION
(Georgetown University, 2015)
PUSHING FOR PROCESSING:
A longitudinal study on the role of lexical stress and motivation in the perception and production of L2 Spanish stop consonants
(Georgetown University, 2014)
This study investigated the perception and production of two L2 stop consonants, examining the importance of lexical stress and motivation to learners' ability to discriminate and produce Spanish /b/ and /p/. Longitudinal ...
The Measurement of the Complexity, Accuracy, and Fluency of Written Arabic
(Georgetown University, 2017)
This study investigates the multicomponential nature of L2 Arabic writing by adapting a number of direct measures of linguistic complexity, accuracy, and fluency (CAF) to the measurement of written Arabic texts produced ...
THE EFFECTS OF TYPE OF FEEDBACK, AMOUNT OF FEEDBACK AND TASK-ESSENTIALNESS IN A L2 COMPUTER-ASSISTED STUDY
(Georgetown University, 2016)
For decades SLA research has looked at learner-external factors as influencers of learning outcomes, one of them being computerized types of feedback, with non-conclusive results. Moreover, a potentially significant ...
The Role of Discourse Context and Verb Class in Native and Non-Native Spanish Postverbal Subjects
(Georgetown University, 2016)
Recent research on the second language (L2) acquisition of postverbal subjects in Spanish has focused on the important role of discourse context in licensing postverbal subjects with unaccusative and unergative verbs ...
“WHY ARE THESE UNDERLINED?” DEPTH OF PROCESSING AND TYPE OF WRITTEN CORRECTIVE FEEDBACK IN L2 SPANISH COMPOSITIONS
(Georgetown University, 2017)
There is an ongoing debate as to whether written corrective feedback (WCF) is effective for the improvement of adult second language (L2) writers’ accuracy. Ever since Truscott (1996, 1999) began arguing against grammar ...
Cognitive Task Complexity, Foreign Language Anxiety and L2 Performance in Spanish: A Task-Based Language Teaching Perspective
(Georgetown University, 2018)
Although cognitive psychology literature (e.g., Derakshan & Eysenck, 2009) has demonstrated the detrimental effects anxiety has on cognitive processes, this relationship has barely been investigated in the SLA field (e.g., ...
Reciprocity in Online Social Interactions: Three Longitudinal Case Studies of a Video-mediated Japanese-English ETandem Exchange
(Georgetown University, 2018)
Reciprocity is a key principle of eTandem, a telecollaborative arrangement where learners of different native languages meet online and use one language during half of the session and then do the same for the other language. ...
Individual differences and linguistic factors in the development of mid vowels in L2 Spanish learners: A longitudinal study
(Georgetown University, 2017)
This study was a longitudinal investigation into how learner individual differences (IDs) and linguistic factors shape developmental trajectories of second language (L2) production of the Spanish mid vowels /e/ and /o/. ...
Transnationalism and Identity in Study Abroad: Multilingual Sojourners in Barcelona
(Georgetown University, 2019)
Study abroad (SA) research has interrogated the assumption that a temporary sojourn abroad implies immersive access to language leading to dramatic language gains. The robust finding that SA outcomes and experiences vary ...