Figure 2 - uploaded by Lani Freeborn
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Centrality plots for the L2MSS network. Note: Centrality plots for the network model of the L2MSS. Centrality measures are shown as standardized z-scores. The raw centrality indices can be found in the online Supplementary Materials.
Source publication
Network analysis is a method used to explore the structural relationships between people or organizations, and more recently between psychological constructs. Network analysis is a novel technique that can be used to model psychological constructs that influence language learning as complex systems, with longitudinal data, or cross-sectional data....
Contexts in source publication
Context 1
... used 5,000 samples of the nonparametric bootstrap to assess the variability of the edge-weights. This step should always be performed ( Epskamp et al., 2018a) as any interpretation of the network becomes limited if the network is unstable (Burger et al., 2022). The results show a good overlap between the estimated model and the bootstrapped edge-weights, indicating that the network of Figure 1 is stable. ...
Context 2
... results are presented in the supplementary materials. Based on the centrality indices (see Figure 2), ought-to L2 self 2 is the most central component in the network model in Figure 1 in terms of node strength, followed by intended effort 5. The questionnaire items that correspond to these components are "Studying English is important to me to gain the approval of my peers" and "English would be still important to me in the future even if I failed in my English course." ...
Context 3
... third measure of centrality, betweenness, refers to how well one node connects other nodes together; nodes with high betweenness lie on the shortest path between pairs of nodes. As shown in Figure 2, the node with the highest betweenness is intended effort 5, followed by ought-to L2 self 5 and ideal L2 self 1. ...
Citations
... Thus, building on the thorough review by Paradis (this issue), I propose that bilingual child language acquisition can benefit from multifaceted and interdisciplinary approaches attempting to model bilingual language development. One option to address the nature of the relationships between various child-internal and child-external factors is by adopting theories of change processes which have been used extensively in a variety of different disciplines, for example the Complex Dynamic System Theory (CDST) framework (Freeborn, Andringa, Lunansky & Rispens, 2022;Hiver, Al-Hoorie & Evans, 2021;Sun, Steinkrauss, van der Steen, Cox & de Bot, 2016). The CDST framework has been used for more than a decade to provide evidence on how second/foreign language acquisition unfolds in adults (Hiver et al., 2021). ...
... Thus, building on the thorough keynote by Paradis (this issue), our field could adopt the CDST framework as a steppingstone to gain insights into the system's growth across multiple languages, addressing potential interconnectedness and reciprocity between language skills and child-internal/child-external factors. Recently, modelling of a complex network of direct, indirect and reciprocal effects in bilinguals has been attempted (e.g., Freeborn et al., 2022;Gullifer & Titone, 2020;Kałamała, Chuderski, Szewczyk, Senderecka & Wodniecka, 2022;Sun, Cheong, Yen, Koh, Kwek & Tan, 2020). Adult bilingualism is concluded to arise from complex relationships between language history acquisition, language skills, and language use (Kałamała et al., 2022). ...
Bilingual children are a more heterogenous group than their monolingual counterparts with respect to the sources of variation in their language learning environments, as well as the wide individual variation in their language abilities. Such heterogeneity in both individual difference factors and language abilities argues for the importance of an individual differences approach in research on bilingual development. The main objective of this article is to provide a review and synthesis of research on the sources of individual differences in the second language (L2) and heritage language (HL) development of child bilinguals. Several
child-internal and child-external individual difference factors are discussed with respect to their influence on children’s dual language abilities. In addition, the emergent research on individual differences in bilingual children with developmental language disorder is reviewed. Both the theoretical and applied relevance of individual difference approaches to bilingual development are discussed.
... Indeed, the action in tandem speaks to the connectedness of complex systems, for, by definition, a complex system comprises interdependent components (Larsen-Freeman, 2020;Cameron, 2015). That said, the impact of the process of SO emanates from multiple, if not all components of the system (Freeborn et al., 2022), and thereby CDST-inspired empirical endeavors ought to trace more than one element of the system to study the interconnectedness and mutual causality so as to delineate the features of SO processes. ...
Adopting Complex Dynamic Systems Theory (CDST) in Second Language Acquisition (SLA) is a testament to the revolutionary and evolutionary advancement in theory and empirical practice in the field. CDST is revolutionary for the fact that it warrants systems thinking of SLA phenomena that breaks the chain of dichotomous conceptualization on vital issues such as the mechanism of language acquisition and learning and the effectiveness of positive and negative evidence. The emergence of CDST, on the other hand, is an evolutionary product nurtured by the painstaking collaborations of SLA scholars for over two decades of scientific inquiry (see, e.g.,
In this study, we investigated two core understandings related to the nature of L2 student engagement from a self-determination theory framework: (1) that there is a dual process of development that follows from the initial conditions of the L2 classroom environment (specifically teacher motivational practice: autonomy-supportive vs. controlling), which leads to two distinct motivational experiences (need satisfaction vs. need frustration), which in turn results in qualitatively different types of student classroom functioning (engagement vs. disengagement); and (2) that there are reciprocal effects between the L2 classroom environment and student classroom functioning. We collected data from 1,742 students enrolled in general-purpose postsecondary English courses in mainland China at three waves in a 17-week semester, and tested a longitudinal dual-process, reciprocal-effects model. Our analyses showed that student perceptions of teacher motivational practice at the beginning of the semester predicted psychological need satisfaction at later time points. Psychological need satisfaction in turn predicted later classroom engagement. Student engagement also had feedback effects and predicted subsequent perceptions of teacher motivational practice. We discuss the implications of these results for L2 learning and teaching and consider ways that future research might build on our design and extend these findings.
