Journal articles: 'Individual learner differences'

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Skehan, Peter. "Individual Differences in Second Language Learning." Studies in Second Language Acquisition 13, no. 2 (June 1991): 275–98. http://dx.doi.org/10.1017/s0272263100009979.

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This article is broadly concerned with the differences between individual language learners. In terms of particular content areas of Individual Differences (ID) research, it surveys developments in foreign language aptitude, motivation, learner strategies, and learner styles. A brief review of earlier research on aptitude is presented, followed by discussions of more contemporary work on the origin of aptitude, namely, as a residue of first language learning ability, and on the existence of evidence for “learner types.” Motivation research is reviewed partly with regard to Robert Gardner's research, and then in terms of a wider framework for the functioning of motivation within an educational context. The review of learner strategies research emphasizes current attempts to develop taxonomies of such strategies, and to investigate their theoretical basis and their trainability. Finally, learner styles research, drawing on field independence theory, is discussed, and links are made with the research on aptitude. The article finishes with sections on conceptual and methodological issues in ID research.

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Vidgren, Noora. "Individual learner differences in SLA." International Journal of Multilingualism 13, no. 3 (June 2016): 388–93. http://dx.doi.org/10.1080/14790718.2016.1185826.

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Yang, Yilun, and Liping Chen. "A Literature Review on Individual Differences in Second Language Acquisition." International Journal of Linguistics 10, no. 6 (December 6, 2018): 72. http://dx.doi.org/10.5296/ijl.v10i6.14007.

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There are many factors influencing second language acquisition, such as learner external factors including social factors, the input of second language acquisition and the relationship between acquisition; internal factors including the transfer of language, cognition of second language and language universals, etc, which influence the psychological factors of learner's second language; individual differences include some factors in physiological emotion, cognition, and learning strategies. This article is to explore the role of learners in second language acquisition from the perspective of individual differences (age, aptitude, learning motivation).

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Dyson, Bronwen Patricia. "Variation, individual differences and second language processing." Linguistic Approaches to Bilingualism 6, no. 4 (March 10, 2016): 341–95. http://dx.doi.org/10.1075/lab.14007.dys.

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Abstract Research on second language acquisition has located individual variation, without clarifying whether language processing prompts learners to differ systematically in the production of syntax and morphology. To address this issue, the study examined the hypothesis on variation in Processability Theory. This theory predicts that, within second language development, individual learners vary systematically in how they respond to developmental conflicts. Specifically, learners have distinct types, which are evident in their use of options and 'trailers' (structures which emerge late). Longitudinal spoken data were collected over one academic year from six adolescent ESL learners. The results revealed different learner types in terms of syntactic options and trailers. However, the learners had less clear types for the morphological options, used unpredicted options, and lacked consistency in their use of syntactic and morphological trailers. The paper suggests that learners vary in processing due to diverse orientations towards the acquisition of either syntax or morphology.

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Linford, Bret, Sara Zahler, and Melissa Whatley. "Acquisition, study abroad and individual differences." Study Abroad Research in Second Language Acquisition and International Education 3, no. 2 (October 12, 2018): 243–74. http://dx.doi.org/10.1075/sar.17003.lin.

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Abstract The current study examines the combined effect of type and quantity of contact with the target language on the second language development of a variable structure, ‘subject pronoun expression’ in L2 Spanish. A written contextualized task and a language contact questionnaire were given to 26 second language learners of Spanish before and after a six-week study abroad in Valencia, Spain. Their selection of overt and null subject pronouns was compared to native speakers from the study abroad region as well as to learners and native speakers in previous research in a US university context. Results suggest that learners with higher rates of self-reported contact with native speakers while abroad approximate the Valencian native speaker norms more at the end of study abroad than those who report fewer contact hours. However, differences between the groups at the beginning of study abroad indicate that characteristics other than contact hours also differentiate the two learner groups.

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McDermott, Kathleen B., and Christopher L. Zerr. "Individual Differences in Learning Efficiency." Current Directions in Psychological Science 28, no. 6 (October 3, 2019): 607–13. http://dx.doi.org/10.1177/0963721419869005.

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Most research on long-term memory uses an experimental approach whereby participants are assigned to different conditions, and condition means are the measures of interest. This approach has demonstrated repeatedly that conditions that slow the rate of learning tend to improve later retention. A neglected question is whether aggregate findings at the level of the group (i.e., slower learning tends to improve retention) translate to the level of individual people. We identify a discrepancy whereby—across people—slower learning tends to coincide with poorer memory. The positive relation between learning rate (speed of learning) and retention (amount remembered after a delay) across people is referred to as learning efficiency. A more efficient learner can acquire information faster and remember more of it over time. We discuss potential characteristics of efficient learners and consider future directions for research.

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Charoento, Mongkol. "Individual Learner Differences and Language Learning Strategies." Contemporary Educational Researches Journal 7, no. 2 (July 27, 2017): 57–72. http://dx.doi.org/10.18844/cerj.v7i2.875.

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This study aimed to investigate what language learning strategies were frequently used by English as a foreign language undergraduates at a public university in Bangkok, Thailand and the significant differences in the use of language learning strategies based on individual differences, including gender and self-rated English proficiency. The research was conducted with 392 Thai undergraduates through administering a quantitative method. Instruments for the study included a demographic questionnaire and Oxford’s Strategy Inventory for Language Learning. The findings revealed that research participants reported a low-to-medium use of language learning strategy. The strategies most used by learners were compensation strategies while the least were cognitive strategies. Regarding gender differences, female participants used the all six strategy categories more than did the male counterparts. The results also demonstrated that participants with different English proficiency employed learning strategies at different levels with a statistical significance at .05 in almost six strategies, except affective strategies. Research participants who were good at English most used metacognitive while social strategies were most used by participants with less English proficiency.

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Olloyor qizi, Yuldosheva Charos, Alimjanova Shohsanam Azamat qizi, and Anvarova Sarvinoz Jumanazar qizi. "Educational and cultural background as a learner individual difference and the role of motivation in learning." International Journal on Integrated Education 2, no. 4 (September 19, 2019): 14–15. http://dx.doi.org/10.31149/ijie.v2i4.99.

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In the literature of learner characteristics in applied linguistics, learning attitudes, strategies and motivation have received most attention. These learner individual difference variables have usually been seen as background learner variables that modify and personalize the overall trajectory of the language acquisition processes (Dörnyei, 2009).It means the individual differences of learner affect the learning and teaching process. And also, without any motivation or positive attitude, there can hardly be a successful process of learning. The question why people learn foreign languages can be put forward.A variety of factors can create a desire to learn. Perhaps the learners love the subject they have chosen, or maybe they are simply interested in seeing what it is like. Perhaps, as with young children, they just happen to be curious about everything, including learning. So, there are given some results of research on individual learner differences and the role of motivation in learning

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Scielzo, Sandro, Stephen M. Fiore, and Haydee M. Cuevas. "Investigating Individual Differences and Instructional Efficiency in Computer-Based Training Environments." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 13 (September 2005): 1251–55. http://dx.doi.org/10.1177/154193120504901308.

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This study assessed the extent to which a guided learner-generated questioning strategy could facilitate the acquisition of task-relevant knowledge and improve the instructional efficiency of a computer-based training program for a complex dynamic distributed decision-making task. This study also investigated how individual differences in verbal comprehension ability may interact with this instructional strategy to impact post-training outcomes. Overall, results highlighted the importance of learner aptitudes in complex task training and also showed that the effect of the instructional strategy on knowledge acquisition and the training programa” instructional efficiency was strongest for learners with low verbal comprehension ability. Implications for the design of adaptive learning systems are discussed

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Alhajri, Rana, Ahmed A. Alhunaiyyan, and Eba' AlMousa. "Understanding the Impact of Individual Differences on Learner Performance Using Hypermedia Systems." International Journal of Web-Based Learning and Teaching Technologies 12, no. 1 (January 2017): 1–18. http://dx.doi.org/10.4018/ijwltt.2017010101.

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In recent studies, there has been focus on understanding learner performance and behaviour using Web-Based Instruction (WBI) systems which accommodate individual differences. Studies have investigated the performance of these differences individually such as gender, cognitive style and prior knowledge. In this article, the authors describe a case-study using a large student user base. They analysed the performance of combinations of individual differences to investigate how each investigated item influenced learning performance. The data was filtered to validate the data mining findings in order to investigate the sensitivity of the results. Moving data threshold was used to evaluate their findings and to understand what could affect the performance. The authors found that certain combinations of individual differences altered a learner's performance level significantly using Data mining techniques. They conclude that designers of WBI applications need to consider the combination of individual differences rather than considering them individually in measuring learners' performance.

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Tamunobelema, Isaac, and Joseph Onyema Ahaotu. "Towards a Research Agenda on Individual Differences in ELT in Nigeria." Journal of Gender and Power 14, no. 2 (December 1, 2020): 67–83. http://dx.doi.org/10.2478/jgp-2020-0014.

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Abstract There are a variety of individual differences that English language teaching (ELT) professionals cannot afford to ignore. This essay is based on a premise that teaching and learning English in Nigeria’s multilingual background of 526 languages (Ethnologue, 2018) present an extraordinary context of multiculturalism and individual differences in the language classroom. ELT professionals in such a context require significant expertise in the application of inclusive practices. The essay identified gaps in the praxis and policy dimensions of Nigerian ELT practice relating to individual differences and suggested a research focus on these two areas. It concluded that teachers should adopt clear, empirically tested methodologies to cater for the different students in the class, create good relationships in the classroom to develop learner self-confidence, integrate activities and tasks that clearly appeal to different learning styles and personalities, personalize learning as much as possible, create learner autonomy, and pay attention to cultural variations among L2 learners.

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Fanfarelli, Joseph R., and Rudy McDaniel. "Individual Differences in Digital Badging: Do Learner Characteristics Matter?" Journal of Educational Technology Systems 43, no. 4 (June 2015): 403–28. http://dx.doi.org/10.1177/0047239515588165.

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Matsuura, Hiroko. "Intelligibility and individual learner differences in the EIL context." System 35, no. 3 (September 2007): 293–304. http://dx.doi.org/10.1016/j.system.2007.03.003.

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DÃ¶rnyei, ZoltÃ¡n. "Individual Differences: Interplay of Learner Characteristics and Learning Environment." Language Learning 59 (December 2009): 230–48. http://dx.doi.org/10.1111/j.1467-9922.2009.00542.x.

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Jung, Daniel, Megan DiBartolomeo, Fernando Melero-García, Lindsay Giacomino, Laura Gurzynski-Weiss, Carly Henderson, and Marian Hidalgo. "Tracking the dynamic nature of learner individual differences: Initial results from a longitudinal study." Studies in Second Language Learning and Teaching 10, no. 1 (March 29, 2020): 177–219. http://dx.doi.org/10.14746/ssllt.2020.10.1.9.

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Individual differences (IDs) have long been considered one of the most important factors explaining variable rates and outcomes in second language acquisition (Dewaele, 2013). While traditional operationalizations of IDs have, explicitly or implicitly, assumed that IDs are static traits that are stable through time, more recent research inspired by complex dynamic systems theory (Larsen-Freeman, 1997, 2020) demonstrates that many IDs are dynamic and variable through time and across contexts, a theme echoed throughout the current issue. This study reports the initial semester of a diachronic project investigating the dynamicity of four learner IDs: motivation, personality, learning and cognitive styles, and working memory. In the initial semester, data from 323 participants in their first year of university-level Spanish were collected and analyzed to determine what type of variability may be present across learners with respect to the four IDs studied at one time point and to discern possible learner profiles in the data or patterns via which the data may be otherwise meaningfully described. The results revealed four types of learner profiles present in the dataset.

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Cotterall, Sara. "Roles in autonomous language learning." Australian Review of Applied Linguistics 21, no. 2 (January 1, 1998): 61–78. http://dx.doi.org/10.1075/aral.21.2.04cot.

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Abstract The literature on autonomous learning indicates that role is a critical dimension in implementing learner autonomy. This paper examines the roles adopted by learners and teachers in language learning settings where the objective of promoting learner autonomy has been adopted. It does this first by exploring the ways in which different writers committed to autonomy have characterised learner and teacher roles. It then focuses specifically on language learning and considers how three variables – culture, learning mode and individual differences – might influence the roles which individuals actually adopt. The paper concludes by considering how new or modified roles might most effectively be presented.

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van der Velde, Maarten, Florian Sense, Jelmer Borst, and Hedderik van Rijn. "Alleviating the Cold Start Problem in Adaptive Learning using Data-Driven Difficulty Estimates." Computational Brain & Behavior 4, no. 2 (March 15, 2021): 231–49. http://dx.doi.org/10.1007/s42113-021-00101-6.

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AbstractAn adaptive learning system offers a digital learning environment that adjusts itself to the individual learner and learning material. By refining its internal model of the learner and material over time, such a system continually improves its ability to present appropriate exercises that maximise learning gains. In many cases, there is an initial mismatch between the internal model and the learner’s actual performance on the presented items, causing a “cold start” during which the system is poorly adjusted to the situation. In this study, we implemented several strategies for mitigating this cold start problem in an adaptive fact learning system and experimentally tested their effect on learning performance. The strategies included predicting difficulty for individual learner-fact pairs, individual learners, individual facts, and the set of facts as a whole. We found that cold start mitigation improved learning outcomes, provided that there was sufficient variability in the difficulty of the study material. Informed individualised predictions allowed the system to schedule learners’ study time more effectively, leading to an increase in response accuracy during the learning session as well as improved retention of the studied items afterwards. Our findings show that addressing the cold start problem in adaptive learning systems can have a real impact on learning outcomes. We expect this to be particularly valuable in real-world educational settings with large individual differences between learners and highly diverse materials.

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Ducker, Nathan. "Variety, Volatility, Intensity: Understanding Key Characteristics of Individual Learner Differences." JALT Postconference Publication 2019, no. 1 (August 31, 2020): 73. http://dx.doi.org/10.37546/jaltpcp2019-10.

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Individual Learner Differences (ILDs), such as motivation, anxiety, and willingness to communicate, account for varying rates and extents of successful L2 learning. Traditional quantitative approaches to studying ILDs render constructs to a one-size-fits-all explanation of factors and relationships that affect learning outcomes. A Complex Dynamic Systems Theory approach to studying ILDs rectifies this situation and supports teachers by investigating the interrelated, variable, and situated aspects of ILDs. In this study, students selected ILDs that most impacted their partner’s classroom participation. They then used idiodynamic methodology, a relatively new research method, to elicit factors that influenced changes to their partner’s ILDs in class. Unexpected constructs, such as concentration, happiness, and anger, were chosen. Within those ILDs, a wide range of volatility and intensity of change was reported. Internal-, linguistic-, topic-, social-, and stage-of-the task-factors initiated chains-of-events leading to variations in ILD constructs. Implications for pedagogy and further research are discussed. 第二言語学習者の学習速度や到達レベルの違いは、モチベーション、不安感、話をしたいという意欲の様な「学習者の個人差」に起因する。従来の個人差を研究する定量的アプローチでは、学習結果に影響を与える要因や関連性について画一的な説明であったが「複雑ダイナミックシステム理論」の導入によって、複雑な相互関係や変動性、直面している要素等を複合的に調査できる様になった。本研究において、学生は、活動相手の従業参加に最も影響を与えた個人差の要素を自身で選択した後、その要因を導き出す為に、新しい研究法である「イディオダイナミック法」を使用した。その結果、集中力、幸福感、怒りの様な想定外の要素が選択され、変化の頻度や起伏の浮き沈みが広範囲に及ぶ事も判明した。内面的、言語的、トピックや社会的な要素、タスクの進度状況等の要素が一連の出来事に起因し、学習者の様々な個人差の構成に影響を与えた。本論文では教授法や更なる研究結果も述べる。

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Dörnyei, Zoltán. "Individual differences in second language acquisition." AILA Review 19 (November 9, 2006): 42–68. http://dx.doi.org/10.1075/aila.19.05dor.

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Ever since the early days of its existence, the field of psychology has been trying to achieve two different and somewhat contradictory objectives: to understand the general principles of the human mind and to explore the uniqueness of the individual mind. The latter direction has formed an independent subdiscipline within the field, usually referred to as individual difference (ID) research. IDs are a prominent feature of SLA because a great deal of the variation in language learning outcomes is attributable, either directly or indirectly, to various learner characteristics. This paper first provides an overview of the five most important ID variables (personality, aptitude, motivation, learning styles and learning strategies) and then concludes by describing certain common themes in contemporary ID research.

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Kennedy, Sara. "Corrective Feedback for Learners of Varied Proficiency Levels: A Teacher’s Choices." TESL Canada Journal 27, no. 2 (May 19, 2010): 31. http://dx.doi.org/10.18806/tesl.v27i2.1054.

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This study investigates how one English-as-a-second-language (ESL) teacher provided corrective feedback to 15 child ESL learners that the teacher had divided into two groups based on proficiency level. Classroom data in transcripts from the CHILDES database were analyzed for type of learner errors, type of teacher feedback, and rate of learner uptake (attempts at correction) and repair (correction). Results showed differences in the types of errors produced by each proficiency group and in the type of feedback the teacher provided to each proficiency group, demonstrating provision of finely tuned corrective feedback based on learners’ individual differences.

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Chang, Charles B., and Sungmi Kwon. "The Contributions of Crosslinguistic Influence and Individual Differences to Nonnative Speech Perception." Languages 5, no. 4 (October 31, 2020): 49. http://dx.doi.org/10.3390/languages5040049.

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Perception of a nonnative language (L2) is known to be affected by crosslinguistic transfer from a listener’s native language (L1), but the relative importance of L1 transfer vis-a-vis individual learner differences remains unclear. This study explored the hypothesis that the nature of L1 transfer changes as learners gain experience with the L2, such that individual differences are more influential at earlier stages of learning and L1 transfer is more influential at later stages of learning. To test this hypothesis, novice L2 learners of Korean from diverse L1 backgrounds were examined in a pretest-posttest design with respect to their perceptual acquisition of novel L2 consonant contrasts (the three-way Korean laryngeal contrast among lenis, fortis, and aspirated plosives) and vowel contrasts (/o/-/ʌ/, /u/-/ɨ/). Whereas pretest performance showed little evidence of L1 effects, posttest performance showed significant L1 transfer. Furthermore, pretest performance did not predict posttest performance. These findings support the view that L1 knowledge influences L2 perception dynamically, according to the amount of L2 knowledge available to learners at that time. That is, both individual differences and L1 knowledge play a role in L2 perception, but to different degrees over the course of L2 development.

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Chapelle, Carol A., and Trude Heift. "Individual Learner Differences in CALL: The Field Independence/Dependence (FID) Construct." CALICO Journal 26, no. 2 (January 14, 2013): 246–66. http://dx.doi.org/10.1558/cj.v26i2.246-266.

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Kim, Sun-A., Jerome Packard, Kiel Christianson, Richard C. Anderson, and Jeong-Ah Shin. "Orthographic consistency and individual learner differences in second language literacy acquisition." Reading and Writing 29, no. 7 (April 30, 2016): 1409–34. http://dx.doi.org/10.1007/s11145-016-9643-y.

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Kachinske, Ilina, and Robert DeKeyser. "The interaction between timing of explicit grammar explanation and individual differences in second language acquisition." Journal of Second Language Studies 2, no. 2 (October 8, 2019): 197–232. http://dx.doi.org/10.1075/jsls.19003.kac.

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Abstract Despite numerous positive findings of explicit instruction, this topic continues to engage scholars worldwide. One issue that may be crucial for the effectiveness of explicit instruction is the interaction between cognitive individual differences (language aptitude and working memory) and types of instruction. In this experiment, 128 learners of Spanish were randomly assigned to four experimental treatments and completed comprehension-based practice for interpreting object-verb and ser/estar sentences in Spanish. Results revealed that the various combinations of rules and practice posed differential task demands on the learners and consequently drew on language aptitude and working memory to a different extent. We argue that not only are rules and practice both necessary, but that their suitable integration ameliorates task demands, reducing the burden on the learner, and accordingly mitigates the role of participants’ individual differences, thus making a substantial difference for the learning of second language grammar.

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Halvaei, Mohammadreza Yousefi, and Ali Akbar Ansarin. "Learner Effectiveness: A Cause of Learner Strategy Use?" International Journal of Education and Literacy Studies 6, no. 4 (October 31, 2018): 1. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.1.

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The study of the individual learner differences including learner effectiveness has been a genuine concern for second language researchers. The present study strived to examine the impact of learner effectiveness on the language learners’ learning strategy use. According to this purpose, first, the researchers developed the two-part 40-item learning strategy questionnaire of the study according to the strategy questionnaire developed by Wong and Nunan (2011). Second, they selected 441 students (224 male & 217 female) studying at the first year of their graduate program at universities in East Azerbaijan Province (Iran) as the participants of the study. Third, they administered the questionnaire of the study to the chosen participants and asked them to complete it. Finally, the researchers employed the chi-square test to analyze the collected data of the study. Based on the results of the study, there were significant differences between the more effective and less effective EFL learners’ use of language learning strategies. On the basis of these results, it was argued that the syllabus designers should include specific parts in the teaching materials of the EFL classrooms in which the learners become familiar with various learning strategies and are trained to employ the most efficient strategies for the performance of language learning tasks. Similarly, it was pointed out that the EFL teachers should familiarize their learners with the diverse language learning strategies and their predominant role in the process of second language acquisition.

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Suzukida, Yui. "The Contribution of Individual Differences to L2 Pronunciation Learning: Insights from Research and Pedagogical Implications." RELC Journal 52, no. 1 (February 24, 2021): 48–61. http://dx.doi.org/10.1177/0033688220987655.

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Adult second language (L2) learning often exhibits great variability in its rate and outcome. Although research shows that learning trajectories are partly shaped by social and contextual factors (e.g. Larson-Hall, 2008), certain learner factors play an important role in enhancing L2 pronunciation learning by helping L2 learners notice and process input efficiently, whereas certain learner factors may impede L2 pronunciation learning by impairing attention control or slowing down L2 input processing. Therefore, in order for language teachers to provide effective instruction and help students improve their L2 pronunciation proficiency, it is beneficial for them to understand the differential impact of learner characteristics on L2 learning and adapt such understanding to their instruction and learning activities. The aim of the current article is to provide a review of existing studies that have explored individual differences (IDs) in relation to L2 pronunciation acquisition and to present implications for effective L2 pronunciation teaching. The article begins with an introduction of the paradigm shift in L2 pronunciation research and the conceptual framework of IDs proposed by Dörnyei (2009). This is followed by a summary of the processes involved in L2 pronunciation learning. The third section focuses on the characteristics of four IDs that have been found to influence the development of L2 pronunciation. Those IDs include foreign language learning aptitude (e.g. Saito and Hanzawa, 2016), musical aptitude (e.g. Milovanov et al., 2010), L2 learning motivation (e.g. Moyer, 1999), and anxiety (e.g. Baran-Łucarz, 2016). Based on the discussion in the third section, the last section will offer various applications of IDs research findings to L2 pronunciation instruction (e.g. instructional approaches, feedback, and pronunciation syllabi) for successful L2 pronunciation teaching.

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Badrkoohi, Azam, and Parviz Maftoon. "Individual Differences and L2 Motivation: The case of EFL Learners." International Journal of Applied Linguistics and English Literature 6, no. 3 (March 1, 2017): 199. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.199.

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With the growing understanding of the process of Second Language Acquisition (SLA), more and more emphasis has been put on the learner factors that affect the success or otherwise of SLA. These factors have come to be studied under the general title of “Individual Differences” (ID) (Dörnyei & Ryan, 2015). These factors determine not only the success of an individual second language learner but also the inter-individual variation in second language acquisition. This study is an attempt to shed more light on the relationships among L2 motivation, visual learning style, mental imagery, ideal L2 self, and L2 learning experience in the Iranian context. Exploratory factor analysis was run to ascertain the validity of the questionnaire which was used for data collection. The results revealed that visual learning had its highest correlation with L2 motivation. On the other hand, it had only small to moderate correlations with ideal L2 self, mental imagery, and L2 learning experience. In addition, from among the variables investigated in this study, L2 motivation had the largest correlation with L2 learning experience. Furthermore, the ideal L2 self had the second highest positive correlation with L2 motivation. Finally, mental imagery had the lowest correlation with L2 motivation. The implications of the findings for theory and practice are discussed accordingly.

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Kaminska, Iryna. "The role of students’ individual differences in language learning strategy choice." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 117–21. http://dx.doi.org/10.33310/2518-7813-2019-65-2-117-121.

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In the article, theoretical-and methodological approaches of modern scholars to the issue of implementing learning strategies into the process of teaching foreign languages are ascertained. The development of strategies and the strategy repertoire along with factors that influence the choice of strategies and their transfer to different learning contexts is considered. Strategy instruction and its impact on language learners are observed. The variety and diversity of factors affecting the choice and the use of learning strategies, namely, motivation, learner autonomy, self-regulation, prior learning experience and students’ beliefs, which determine individual choice of language learning strategies by students of higher education establishments are analyzed. The transfer of general learning strategies to new learning contexts, notably to learning foreign languages, and the predictive value they have in language achievement is defined. The value and importance of learning strategies and the relationship between success, achievement and performance and examined. The teaching of the wide scope of strategies to language students to help them become more efficient, effective and productive is addressed. Possible differences in learning strategy types and frequency of strategy use in low and high strategy users as well as high and low achievers of foreign language learners are identified. Research needs to be conducted to find more efficient ways of training learners to use language learning strategies effectively. The length, the amount and the type of strategy instruction that has more impact on the students’ adoption of learning of strategies should be scrutinized. The type of strategies that learners are more susceptible to accept and adopt not only in the short term but also in the long term should be analyzed. No study has been conducted in the general set of strategies which beginner learners of English transfer from their general repertoire of strategies to language learning as the primary tools to face language learning and the extent to which these strategies will help them in attaining success in language learning.

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Ottó, István, and Istvan Otto. "The Relationship between Individual Differences in Learner Creativity and Language Learning Success." TESOL Quarterly 32, no. 4 (1998): 763. http://dx.doi.org/10.2307/3588011.

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Rokoszewska, Katarzyna. "Intra-Individual Variability in the Emergence of Complexity, Accuracy and Fluency in Speaking English at Secondary School: A Case Study of a Good, Average and Poor Language Learner." Anglica Wratislaviensia 57 (October 4, 2019): 181–204. http://dx.doi.org/10.19195/0301-7966.57.14.

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According to Complex Dynamic Systems Theory CDST, language is a complex dynamic system consisting of subsystems which show a lot of variability, especially during intensive development. Second language development is generally connected with an increase in complexity, accuracy and fluency but there are trade-offs within and between these language subcomponents. What is more, intra-individual variability, defined as differences in the level of developmental variables within individuals and between repeated measurements, is said to be an important developmental phenomenon. The aim of this article is to analyze the relationships between different measures of syntactic complexity, lexical complexity, accuracy and fluency, and to examine intra-individual variability with respect to the rate of development in longitudinal oral data provided by a good, average and poor language learner at the level of secondary school. Generally, the results of the study show some statistically significant differences between the learners in the development of these language subsystems but no such differences in intra-individual variability. Nevertheless, the study indicates a strong, positive correlation between the learners’ level of intra-individual variability and the rate of development of the language subsystems in speech at this level.

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Mohssine, Bentaib, Aitdaoud Mohammed, Namir Abdelwahed, and Talbi Mohammed. "Adaptive Help System Based on Learners ‘Digital Traces’ and Learning Styles." International Journal of Emerging Technologies in Learning (iJET) 16, no. 10 (May 25, 2021): 288. http://dx.doi.org/10.3991/ijet.v16i10.19839.

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Learning management system (LMS) such as Claroline, Ganesha, Chamilo, Moodle ..., are commonly and well used in e-education (e-learning). Most of theTechnology Enhanced Learning (TEL) focus on supporting teachers in the creation and organization of online courses. However, in general, they do not consider individual differences of each learner. In addition, they do not provide enough indicators which will help to track the learners. In this paper, we investigate the benefits of integrating learning styles in the Web-based educational systems. Also we are interested in the use of interaction traces in order to address the lack of feedback between the learner and the teacher. Generally, we aim to offer a tool that allows the tutor and the instructional designer to interpret learner courses, in order to provide help as needed for each individual.

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BROOKS, PATRICIA J., VERA KEMPE, and ARIEL SIONOV. "The role of learner and input variables in learning inflectional morphology." Applied Psycholinguistics 27, no. 2 (March 6, 2006): 185–209. http://dx.doi.org/10.1017/s0142716406060243.

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To examine effects of input and learner characteristics on morphology acquisition, 60 adult English speakers learned to inflect masculine and feminine Russian nouns in nominative, dative, and genitive cases. By varying training vocabulary size (i.e., type variability), holding constant the number of learning trials, we tested whether learners required a “critical mass” of vocabulary to generalize case marking patterns to new nouns. Cattell's Culture-Fair IQ Test mediated the effect of type variability on success in generalizing case marking to new vocabulary: only participants with above-median Culture-Fair Test scores showed the predicted critical mass effect of better generalization with larger training vocabulary. These results demonstrate how individual differences in central executive functioning and attention allocation capacity can affect adult second language learning.

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Lowie, Wander, Marijn Van Dijk, Huiping Chan, and Marjolijn Verspoor. "Finding the key to successful L2 learning in groups and individuals." Studies in Second Language Learning and Teaching 7, no. 1 (March 31, 2017): 127–48. http://dx.doi.org/10.14746/ssllt.2017.7.1.7.

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A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than others, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global individual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, while both language development and the factors affecting it are instances of complex dynamic processes that develop over time. Factors that have been labelled as “individual differences” as well as the development of proficiency are characterized by nonlinear relationships in the time domain, due to which the rate of success cannot be simply deduced from a combination of factors. Moreover, in complex dynamic systems theory (CDST) literature it has been argued that a generalization about the interaction of variables across individuals is not warranted when we acknowledge that language development is essentially an individual process (Molenaar, 2015). In this paper, the viability of these generalizations is investigated by exploring the L2 development over time for two identical twins in Taiwan who can be expected to be highly similar in all respects, from their environment to their level of English proficiency, to their exposure to English, and to their individual differences. In spite of the striking similarities between these learners, the development of their L2 English over time was very different. Developmental patterns for spoken and written language even showed opposite tendencies. These observations underline the individual nature of the process of second language development.

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LoCastro, Virginia. "Individual differences in second language acquisition: attitudes, learner subjectivity, and L2 pragmatic norms." System 29, no. 1 (March 2001): 69–89. http://dx.doi.org/10.1016/s0346-251x(00)00046-4.

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Baker, Susan C. "The Psychology of the Language Learner: Individual Differences in Second Language Acquisition (review)." Canadian Modern Language Review / La revue canadienne des langues vivantes 62, no. 4 (2006): 629–49. http://dx.doi.org/10.1353/cml.2006.0029.

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Caspi, Tal. "Differences In Native Language Skills Between Moreand Less-Proficient Foreign Language Learners." Toegepaste Taalwetenschap in Artikelen 75 (January 1, 2006): 67–77. http://dx.doi.org/10.1075/ttwia.75.07cas.

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This paper describes a study of native language (Dutch) word identification skills conducted in two groups of high school foreign language learners. The study focused on the differences between the groups with two main aims. The first was to examine the Linguistic Coding Difficulties Hypothesis (LCDH), a prevailing theory of individual learner differences allocating weaker foreign language achievement to weaker native language skills. The second aim was to determine the nature of these differences and inspect the claims that native language word identification skills differentiate weak and normal foreign language learners. This was done by investigating the effect of context on weak FL learners, who over-rely on context in compensation for weaker phonological and orthographical skills, according to the LCDH. In pursuing its aims, the study became involved in an ongoing debate surrounding the issue of native language reading.

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Griffiths, John, and Ann Degner. "Training for Instructional Uses of Multimedia at San Juan College: Toward the Campus of the Future." Journal of Educational Technology Systems 23, no. 4 (June 1995): 337–52. http://dx.doi.org/10.2190/5288-plug-p1qq-xdbq.

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A multimedia training program for community college faculty includes research results in its training. Recent research in computer assisted multimedia instruction is examined and summarized. Changes in the technology of instruction are described and illustrated. A description of the pedagogical relevance of research to teacher training is offered. The facilities, activities, and outcomes of an instructional multimedia training project for faculty at San Juan College are described. The current principles of instructional systems design, identified by a survey of current research in cai, reflect a pedagogical shift from behaviorism through cognitivism to constructivism. Current research in cai reports that multimedia improves the effectiveness of cai, but provides little consistent empirical evidence explaining why. Questions about learner feedback and control have led to useful results in control/display ergonomics. Continued development of effective, artificially-intelligent tutoring systems has benefited from wider progress in expert systems. Research findings demonstrate that the immanent complexity of hypermedia requires methodical management, that cognitive factors limit the optimum number and effective types of hypermedia link displays, and that close monitoring of learner-system interaction reveals important cognitive differences in individual learners. That same close monitoring of interaction also enables complex instructional systems to respond differentially, thus effectively, across broad differences among individual learners. Different schools of pedagogical thought offer different theoretical explanations for cai's efficacy, but in practice cai's increasing capacity to address individual differences in learning processes is re-emphasizing the importance of teachers' ability to do the same.

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Kim, Jongmin, and Hossein Nassaji. "Incidental focus on form and the role of learner extraversion." Language Teaching Research 22, no. 6 (March 22, 2017): 698–718. http://dx.doi.org/10.1177/1362168817699642.

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Previous studies have shown that learner individual differences have important impacts on L2 accuracy development. The present study examines a learner variable (i.e. extraversion versus introversion) and its effects on incidental focus on form. Twenty-eight ESL students in two classes (an advanced and an upper-intermediate class) and their teacher participated in the study. Data were collected through classroom observation over 7 weeks (for a total of 16 hours) and background and personality trait questionnaires. All sessions were audio- and video-recorded. The classroom data were first coded for the instances of focus on form episodes (FFEs) and then individualized post-tests were created and administered to each student after the final classroom observation. The results revealed that more extraverted learners were more likely to engage in FFEs in the advanced class and that more introverted learners produced more successful uptake in the upper-intermediate class. The findings partially support the role of this learner variable in learners’ participation in FFEs and its effects on immediate L2 improvement.

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Abad, Mónica, Juanita Argudo, Tammy Fajardo-Dack, and Homero Cabrera. "English proficiency and learner individual differences: A study of pre-service EFL student-teachers." MASKANA 10, no. 1 (June 27, 2019): 1–9. http://dx.doi.org/10.18537/mskn.10.01.01.

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Ishikawa, Shin’ichiro. "A CONSIDERATION OF THE DIFFERENCE BETWEEN THE SPOKEN AND WRITTEN ENGLISH OF NATIVE SPEAKERS AND JAPANESE LEARNERS: A CORPUS-BASED STUDY." Discourse and Interaction 8, no. 1 (June 30, 2015): 37. http://dx.doi.org/10.5817/di2015-1-37.

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It is often said that speeches and writings vary greatly with regard to vocabulary and grammar. However, how these differences can be seen in language use by English native speakers and non-native speakers has not been wholly elucidated. The current study, using the International Corpus Network of Asian Learners of English (ICNALE), quantitatively compares topic-controlled speeches and writings by native speakers and Japanese learners of English. Our learner-corpus-based analyses revealed that the difference is not as substantial as widely believed for native speakers in terms of highly frequent words, frequency of eleven textual indices, statistical positioning of individual samples, clustering structure of the indices, and the relationship between the production mode and the indices.

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Batka, Jennifer A., and Scott A. Peterson. "The Effects of Individual Differences in Working Memory on Multimedia Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 13 (September 2005): 1256–60. http://dx.doi.org/10.1177/154193120504901309.

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With the advance of instructional technologies, multimedia presentation formats have become increasingly common in business, military, and educational pursuits. Previous research has found that the use of certain multimedia design principles may alleviate demands on working memory and thus improve the learning process (Mayer, 2001). Our study examined the utility of three of these principles: the contiguity, redundancy and modality principles (Mayer & Moreno, 2003), in the design of a multimedia presentation explaining the formation of hail. Results indicated that use of the contiguity, redundancy, and modality principles tended to increase learning outcomes for individuals with low working memory capacities but decrease learning outcomes for those with higher working memory capacities. These findings call into question the generality of these design principles, and suggest that multimedia designers should carefully consider the effects of individual differences in the human learner

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Schweinberger, Martin. "A corpus-based analysis of differences in the use of very for adjective amplification among native speakers and learners of English." International Journal of Learner Corpus Research 6, no. 2 (December 10, 2020): 163–92. http://dx.doi.org/10.1075/ijlcr.20011.sch.

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Abstract This paper analyzes the use of very as an adjective amplifier by native speakers and advanced learners of English with diverse language backgrounds based on the International Corpus of Learner English (ICLE) and the Louvain Corpus of Native English Essays (LOCNESS). The study applies Multifactorial Prediction and Deviation Analysis Using Regression/Random Forests (MuPDARF) to find differences between native speakers and advanced learners and evaluates which factors contribute to learners’ non-target-like use of very. The analysis finds language background and adjective-specific differences in the use of very between learners and native speakers. It shows that collocational preferences of specific adjective types are the most important factor, which is interpreted to show that differences between native speakers and learners are predominantly dependent upon the collocational profiles of individual adjective types. This finding supports approaches that focus on teaching collocations and contextualizing word use.

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Shibata, Naoya. "Exploring a language learning history: The journey of self-discovery from the perspectives of individual differences." English Language Teaching and Research Journal (ELTAR-J) 1, no. 2 (March 2, 2020): 8. http://dx.doi.org/10.33474/eltar-j.v1i2.6415.

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Exploring a language learning history can help researchers, teachers, and students to reveal and understand various individual difference factors which positively or negatively influence language learning activities and strategy use. In this paper, I examined my English language learning history and delved into challenges and factors to overcome them and activate my autonomy. Based on the analysis of my learning history, three main themes were indicated: a) motivational shifts and goal-setting theory, b) learning beliefs and goal setting, and c) the relationship between learning strategy use and teachers’ influence. Furthermore, my learning history also illustrated that I tended to change all these features through both successful and unsuccessful experiences. Among them, goal-setting seems to be the most significant factor for me to study the target language. With clear learning objectives, I overcame many challenges and sustained high motivation by utilising various types of learning strategies and having positive learner beliefs. Accordingly, noticeable relationships among motivation, learner belief, and learning strategy use were revealed through my learning history log.

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GOEBEL, ROBERT O. "The Psychology of the Language Learner. Individual Differences in Second Language AcquisitionEdited by DÖRNYEI, ZOLTÁN." Modern Language Journal 91, no. 1 (February 16, 2007): 125–27. http://dx.doi.org/10.1111/j.1540-4781.2007.00514_5.x.

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Lau, Siong-Hoe, and Peter C. Woods. "Understanding learner acceptance of learning objects: The roles of learning object characteristics and individual differences." British Journal of Educational Technology 40, no. 6 (November 2009): 1059–75. http://dx.doi.org/10.1111/j.1467-8535.2008.00893.x.

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Li, Qi. "Changes in the Motivation of Chinese ESL Learners: A Qualitative Investigation." English Language Teaching 10, no. 1 (December 25, 2016): 112. http://dx.doi.org/10.5539/elt.v10n1p112.

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This article reports on a case study that investigated changes in the motivation of Chinese ESL learners over a three month period of residence in an English-speaking environment. The participants consisted of 11 Chinese ESL learners, who were tertiary students and taking general or academic English courses in New Zealand. They took part in the present research shortly after their arrival in New Zealand. Data were collected over a period of three months using qualitative data collection instruments such as learner diaries and individual interviews. The results revealed some dynamic changes in the motivation of Chinese ESL learners over a three month period of residence in an English-speaking country. According to the similarities and differences in their motivation, they were categorized into five learner types. In general, the learners belonging to the first three types were able to maintain or increase their overall motivation. The learners in the last two types were not able to maintain their overall motivation: Their motivation decreased over the three months.

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Torres, Julio, Ricardo Estremera, and Sherez Mohamed. "THE CONTRIBUTION OF PSYCHOSOCIAL AND BIOGRAPHICAL VARIABLES TO HERITAGE LANGUAGE LEARNERS’ LINGUISTIC KNOWLEDGE OF SPANISH." Studies in Second Language Acquisition 41, no. 04 (May 9, 2019): 695–719. http://dx.doi.org/10.1017/s0272263119000184.

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AbstractIndividual differences (IDs) largely contribute to success in adult second language attainment (e.g., Dörnyei, 2006). Heritage language (HL) studies have also explored the role of IDs, namely psychosocial variables, and biographical factors with an adult HL learner population. However, the specific contribution of these variables to HL learners' performance on linguistic tests that differ in degree of explicitness and modality remains unknown. Therefore, the current study tested 103 adult HL learners of Spanish who completed a spoken elicited imitation task (EIT) and a written untimed grammaticality judgment task (UGJT) that elicited their knowledge of vulnerable morphosyntactic structures in HL bilingual acquisition. To investigate the contribution of individual learner factors on their performance, participants completed a few questionnaires. Mixed-effects regression models revealed that sequential bilingual status, willingness to communicate, generation and motivation contributed significantly, but yet differentially to participants' performance on grammatical and ungrammatical items of the EIT and UGJT.

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Jacobs-Hessing, E. G. "Het Belang Van Domeinspecifieke Versus Algemene Persoonskenmerken Als Predictor Van Leerresultaten." Leerderskenmerken 37 (January 1, 1990): 24–34. http://dx.doi.org/10.1075/ttwia.37.03jac.

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This article reports research carried out on experimental teaching material for listening comprehension and for oral production in French, based on a communicative-thematic approach. These materials were developed for Dutch pupils of mixed ability groups in the first stage of secondary education (Jacobs-Hessing 1989). An attempt has been made to take individual differences between pupils into account by means of offering a great variety in course-content and in learning activities. Notwithstanding the variety of these materials, the question remains, whether certain learner characteristics continue to affect the learning process and the learning results. After a review of the literature on the role of learner characteristics in FL-acquisition and after an analysis of the course materials, the following independent variables were selected: motivation, negative fear of failure, field dependence-independence, attitude towards the learning of foreign languages, and prior FL-knowledge. As dependent variables, listening comprehension and oral production tests were devised, used for the interim as well as for the final assignments. Both the classroom and the individual learners' research showed that the domain-specific variable 'prior knowledge' explained substantially more variance in pupils' performance on French tests than the general learner characteristics. Results of individual protocol analyses identified, for each of the assignments in the final test, different types of task approaches. Differences in learning results appear to be due to a combination of specific prior knowledge and the type of task approach. The importance of prior knowledge (especially general skills, knowledge of the world, and FL vocabulary knowledge) is discussed, and recommendations are made regarding the development of thematic communicative material and curriculum research.

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Schmidtke-Bode, Karsten, and Gregor Kachel. "Exploring the motivational antecedents of Nepalese learners of L2 English." International Review of Applied Linguistics in Language Teaching 58, no. 4 (November 26, 2020): 379–418. http://dx.doi.org/10.1515/iral-2017-0037.

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AbstractThis paper is the first to examine the motivational disposition of Nepalese learners of L2 English. Based on an adapted version of the questionnaire in (Kormos, Judit & Kata Csizér. 2008. Age-related differences in motivation of learning English as a foreign language: Attitudes, selves, and motivated behavior. Language Learning 58. 327–355. Doi:10.1111/j.1467-9922.2008.00443.x.), we test the robustness and culture-specific applicability of well-known motivational antecedents to this learner population, and we investigate how the effects of these antecedents are mediated by the learners’ gender, age and regional aspects of the educational setting. In doing so, we offer novel ways of analyzing the data: Firstly, we employ random forests and conditional inference trees for assessing the relative importance of motivational antecedents. Secondly, we complement the traditional ‘scale-based approach’, which focuses on holistic constructs like the ‘Ideal L2 Self’, with an ‘item-based approach’ that highlights more specific components of such scales. The results are interpreted with reference to the L2 Motivational Self System (Dörnyei, Zoltán. 2005. The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum) and to previous studies on other Asian populations of L2 learners.

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Emery, Nathan, Jessica Middlemis Maher, and Diane Ebert-May. "Environmental influences and individual characteristics that affect learner-centered teaching practices." PLOS ONE 16, no. 4 (April 30, 2021): e0250760. http://dx.doi.org/10.1371/journal.pone.0250760.

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Research-based teaching practices can improve student learning outcomes in a variety of complex educational environments. The implementation of learner-centered teaching practices in STEM can both benefit from or be constrained by different factors related to individual instructors and the teaching environment. Additionally, we know little of how the instructional climate varies across institutions and how this climate affects teaching practices. Our study sought to examine the relative importance of environmental influences and individual characteristics on learner-centered teaching practices across institutions. We also assessed differences in our study population and departmental climate for 35 US higher education institutions across the country. We found that self-efficacy in teaching and professional development exert a strong influence on faculty teaching practices in biology. While departmental climate did not emerge as a significant predictor of teaching practices, there was consistently low support for teaching, and institution size was negatively correlated with leadership and evaluation of effective teaching. We also found that intensive professional development programs, such as the Faculty Institutes for Reforming Science Teaching IV program, may prepare instructors to teach learner-centered courses in different collegial teaching climates. Our results suggest that through cultivating self-efficacy and participating in iterative professional development, instructors can implement effective teaching practices in a variety of institutional environments.

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Journal articles on the topic 'Individual learner differences'

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