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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

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Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

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Artificial Intelligence Knowledge Development

Despite the longstanding recognition of substantial individual differences (IDs) in L2 attainment, SLA/L2 researchers have a history of focusing primarily on universal characteristics and processes of language development. Theoretical work has failed to note and explore the nature and role of the strong evidence for large and stable IDs in early L1 attainment in all components of language development. Extensive research has also shown that there are strong relationships among IDs in L1 achievement, L2 aptitude, and L2 achievement outcomes. More recent investigations have found that prediction from the Modern Language Aptitude Test (MLAT), the strongest single predictor of L2 achievement, may be due largely to MLAT&rsquo;s assessment of L1 abilities, reinforcing the position that IDs in L2 achievement are strongly related to and constrained by L1 achievement. Despite the evidence that students&rsquo; L2 achievement is closely related to their L1 achievement developed prior to L2 exposure, SLA/L2 researchers have largely failed to consider L1 skills as a factor that explains IDs in L2 achievement. Several hypotheses are proposed to explain why SLA/L2 researchers consider IDs in L1 attainment to be unimportant for L2 achievement.

idle.2023.01.01.pdf

Original Research 

idle.2023.01.01.xml

Why have L2 educators and researchers largely ignored the importance of L1 skills for L2 aptitude and L2 achievement?

Inaugural Issue

We are pleased to announce the launch of Individual Differences in Language Education: An International Journal (hereafter referred to as IDLE). This multidisciplinary journal aims to advance research and understanding of the role of individual differences (IDs) in language learning and teaching and to serve as a platform for researchers, educators, and practitioners to share their insights and perspectives on the complex and dynamic interplay between IDs, language learning, and language teaching.

idle.2023.01.06.pdf

Editorial

idle.2023.01.06.xml

Individual Differences in Language Education -- Why a new journal now?

This paper examines evidence for relationships among individual differences (IDs) in L1 achievement, L2 aptitude, and L2 achievement. It begins by providing an overview of my academic journey from L1 educator to L2 researcher and explains the development of the Linguistic Coding Differences Hypothesis (LCDH). Next, I review Peter Skehan’s influential research on language aptitude and L1-L2 relationships and summarizes research showing that IDs in L1 achievement (and L1 ability) are universal, can be identified early, and are stable over time. Then, I review research on L1-L2 relationships and IDs in L2 learning, focusing on the longitudinal studies and reporting two new studies that examine the relationship between L1 achievement and L2 aptitude on the MLAT. Overall, I argue that the development of L1 literacy leads to growth in metalinguistic awareness, which enhances L1 literacy skills, and that L1 literacy and metalinguistic awareness provide the foundation for L2 aptitude, the ability to use and understand “decontextualized” material. I conclude the paper by proposing an answer to the title.

ltrq.2022.31.03.pdf

Review Article

ltrq.2022.31.03.xml

Where Does Language Aptitude Come From? Redux

Guest-editors: 
Zhisheng (Edward) Wen, PhD, College of Professional and Continuing Education, The Hong Kong Polytechnic University, China
Hassan Mohebbi, PhD, Independent Researcher, Turkey 


Special Issue: Rethinking Individual Differences in SLA: A Special Issue in Honour of Richard Sparks

The current paper is an interview with Professor Richard Sparks, who has contributed his teaching, research, and consultancy service to academia and the broader community at large for over 40 years. In this paper, the two guest editors of this special issue (Edward and Hassan) had prepared a list of questions and invited Prof Sparks to answer them in written form. Key issues covered in the interview include some general background information, as well as more in-depth discussions of specific academic issues related to the major themes included in the special issue.

ltrq.2022.31.02.pdf

ltrq.2022.31.02.xml

Reflections on a 40-year Career in Language, Education, and Psychology: An Interview with Richard Sparks 