Research Interests:
- Second language instruction
- Negative feedback
- Computer-mediated communication and instruction
- Task-based language teaching
- Individual differences in second language acquisition
- Explicit and implicit learning processes
My research is primarily motivated by theoretical and empirical issues in instructed second language acquisition, but it also relies on research carried out in the broader field of second language acquisition, as well as in other related disciplines such as cognitive psychology, linguistics, psychometrics, and computer-assisted language learning. Within instructed SLA, my work examines the relative effects of different types of instruction (or learning conditions) on L2 development, as well as the role of contextual (i.e., learner-external) and individual difference (i.e., learner-internal) factors that may moderate such effects.
Two broad questions that have guided my research program so far are the following: 1) What type of instruction is most effective? 2) Which a) contextual, b) psycholinguistic, and c) cognitive individual difference factors (e.g., language aptitude) moderate the effectiveness of instruction?
Interests:
- L2 instruction
- Negative feedback
- Computer-mediated communication and instruction
- Task-based language teaching
- Individual differences in SLA
- Explicit and implicit learning processes
My research has focused on the effects of different instructional conditions, as well as on various factors that may moderate such effects. More specifically, my research has addressed topics such as implicit and explicit learning conditions, task-based language teaching, computer-mediated communication and instruction, and individual differences in second language acquisition.
Research in our lab focuses on the investigation of factors affecting second language acquisition that take place in instructed contexts.
