Developing, Analyzing and Sharing Multivariate Datasets: Individual Differences in L2 Learning Revisited

Abstract

Following the trends established in psychology and emerging in L2 research, we explain our support for an Open Science approach in this paper (i.e., developing, analyzing and sharing datasets) as a way to answer controversial and complex questions in applied linguistics. We illustrate this with a focus on a frequently debated question, what underlies individual differences in the dynamic system of post-pubertal L2 speech learning? We provide a detailed description of our dataset which consists of spontaneous speech samples, elicited from 110 late L2 speakers in the UK with diverse linguistic, experiential and sociopsychological backgrounds, rated by ten L1 English listeners for comprehensibility and nativelikeness. We explain how we examined the source of individual differences by linking different levels of L2 speech performance to a range of learner-extrinsic and intrinsic variables related to first language backgrounds, age, experience, motivation, awareness, and attitudes using a series of factor and Bayesian mixed-effects ordinal regression analyses. We conclude with a range of suggestions for the fields of applied linguistics and SLA, including the use of Bayesian methods in analyzing multivariate, multifactorial data of this kind, and advocating for publicly available datasets. In keeping with recommendations for increasing openness of the field, we invite readers to rethink and redo our analyses and interpretations from multiple angles by making our dataset and coding publicly available as part of our 40th anniversary ARAL article.

What Characterizes Comprehensible and Native‐like Pronunciation Among English‐as‐a‐Second‐Language Speakers? Meta‐Analyses of Phonological, Rater, and Instructional Factors

“…The attainment of native‐like pronunciation, however, may be limited to individuals with specific cognitive‐perceptual abilities, such as phonemic coding (Hu et al., 2013), associative memory (Silbert et al., 2015), and precise auditory processing and acuity (Saito, Kachlicka, Sun, & Tierney, 2020). Furthermore, very few learners are able to reach native‐like pronunciation norms, and may only be able to do so if their L1 is linguistically close to the target language (e.g., Dutch learners of English; Bongaerts, van Summeren, Planken, & Schils, 1997; see also Saito, Macmillan, et al., 2020 for Indo‐European vs. non Indo‐European speakers of L2 English).…”

The Effects of ESL Immersion and Proficiency on Learners’ Pronunciation Development

“…More importantly, however, the findings reinforce the influence of learners' individual differences in the acquisition of L2 speech. Research has repeatedly shown that both external factors such as age of acquisition and L1-L2 distance as well as the internal factors of motivation, attitude, and metalinguistic awareness are strongly connected to the learners' success in acquiring L2 pronunciation skills (Baker and Trofimovich, 2006;Derwing and Munro, 2013;Saito et al, 2020). Moreover, other community-based factors could potentially play a role in the development of the speakers' L2 pronunciation (Derwing and Munro, 2013).…”

EFL learners’ confidence, attitudes, and practice towards learning pronunciation

“…Although pronunciation is part of the curriculum in many EFL education programs, it is often neglected in instruction (Levis, 2005; Nagle, 2018; Saito et al., 2020). Learning proper pronunciation has received little attention in the EFL context, with many researchers calling for further investigation (Breitkreutz et al., 2001; Burgess & Spencer, 2000; Derwing & Munro, 2005; Huensch & Nagle, 2021; Murphy, 2014; Saito et al., 2020).…”

“…Although pronunciation is part of the curriculum in many EFL education programs, it is often neglected in instruction (Levis, 2005; Nagle, 2018; Saito et al., 2020). Learning proper pronunciation has received little attention in the EFL context, with many researchers calling for further investigation (Breitkreutz et al., 2001; Burgess & Spencer, 2000; Derwing & Munro, 2005; Huensch & Nagle, 2021; Murphy, 2014; Saito et al., 2020). Even when pronunciation is given attention, Baran‐Łucarz (2014, p. 446) noted that “despite the efforts of FL teachers to create the right conditions, some learners have a strong tendency to withdraw from opportunities for oral exchange.” Therefore, having a better understanding of learners’ attitudes will be beneficial for language instructors, administrators, and curriculum designers.…”