Learning Outcomes of L2-Heritage Learner Interaction: The Proof is in the Posttests

Abstract

Over the last two decades, increasingly numbers of heritage language (HL) learners have been enrolling in the same classes as second language (L2) learners, given that most universities do not offer separate courses for HL learners (Beaudrie, 2012). This trend raises the question of whether L2 and HL learners benefit from working together. However, research on the interaction in L2-HL dyads has been scarce, and learning outcomes of L2-HL interaction have never been documented. This study examines whether L2 and HL learners differ not only in terms of how often and how accurately they resolve form-focused episodes (FFEs) as they work together, but also in terms of learning gains as a result of the interaction. The audio-recorded interactions of 8 L2-HL dyads engaged in a collaborative writing task were coded for FFEs, and learning gains were assessed through the incorporation of linguistic information from successfully-resolved FFEs in subsequent individual writing tasks: one administered immediately after completing the collaborative task, and the other two weeks later. Overall, L2 learners appeared to benefit more from the interaction than their HL partners. Findings are discussed in light of differences in peerand self-perceptions documented through a post-task attitudinal questionnaire.

The Correlation between Foreign Language Apprehension and Foreign Language Gaiety and their Impacts on the Ideal L2 Self for EFL Learners

“…According to Dewaele and Alfawzan (2018), when seeking to bridge the gap and distance between one's existing L2 skills and prospective L2 learning objectives, the ideal L2 self serves as a powerful motivation. In recent years, a slew of studies has been done to shed light on the link between the ideal L2 self and FLE (e.g., Ghasemi, 2018;Gupta & Gueneau, 2021;Henshaw, 2015).…”

“…According to some studies with a more comprehensive view of negative and positive classroom feelings, apprehension impedes learners' cognitive processing, while positive emotions contribute to widening their cognitive abilities (Matsuda & Gobel, 2001). Foreign language classroom apprehension (FLCA) and foreign language learning (FLE) have been identified as two important variables in predicting L2 outcomes (Henshaw, 2015). Several EFL researchers have expressed an interest in studying the impact of FLCA and FLE on general English courses (Matsuda & Gobel, 2001), learners' performance (Li, 2021), and gender (Ra & Rhee, 2018).…”

Levels of Engagement in Task-based Synchronous Computer Mediated Interaction

“…Whether or not LREs are correctly resolved can depend on several factors such as L2 learners' proficiency levels (e.g., Kim & McDonough, 2008), task type (e.g., Abadikhah, 2011), task mode (e.g., Niu, 2009) and even type of dyadic interaction (e.g., Storch, 2002). Critically, some evidence exists that L2 learners' involvement with LREs during peer interaction can lead to language development (e.g., Fernández Dobao, 2016;Henshaw, 2015;Kim, 2008).…”

The Role of Linguistic Background in Interaction: A Comparison of Mixed and Matched Second Language and Heritage Language Learner Dyads

“…Indeed, research has shown that HL learners tend to perform better on oral, rather than written, tasks, whereas the opposite is true for L2 learners (Bowles 2011b;Montrul 2013;Montrul et al 2008). Thus, L2 learners tend to have a stronger command of spelling conventions, which HL learners acknowledge as one of their weaknesses in terms of language skills (Colombi 1997;Henshaw 2015).…”

“…Given these similarities and differences between L2 and HL learners, along with the fact that both types of learners are often enrolled in the same language courses, a growing body of research has started to examine the characteristics and the outcomes of L2-HL dyadic interaction (Blake and Zyzik 2003;Bowles 2011a;Bowles et al 2014;Fernández-Dobao 2020;Henshaw 2015;Torres and Cung 2019;Walls 2018). The first researchers to investigate L2-HL interactions, Blake and Zyzik (2003), examined text-based synchronous computer-mediated communication exchanges between 11 pairs of L2 and HL learners and it was found that in 75% of the episodes of negotiation, the HL learner aided the L2 learner, and out of a total of 30 episodes, 24 involved the selection of vocabulary.…”