Michael Zuniga

• Doctor of Philosophy
• Professor at University of Quebec in Montreal

Flow is an intrinsic motivational state associated with full task engagement, positive affect, and enhanced performance. While research has examined how different language tasks interact with flow experiences, no study has examined learner flow experiences in a wide range of tasks using an experience sampling method to determine how universal basic...

The present study investigated whether a distinct link exists between attention-shift, foreign language anxiety (FLA) and both a subjective and an objective measure of oral fluency. Participants were 34 French first language (L1) English second language (L2) speakers. Oral production data were collected through a picture-cued narration task and ana...

English will follow. Les émotions jouent un rôle déterminant dans tout apprentissage et doivent être prises en compte dans toute décision didactique. En effet, le ministère de l'Éducation du Québec a récemment souligné l’importance des émotions par l’ajout d'une nouvelle compétence professionnelle, soit « soutenir le plaisir d'apprendre » (Compéten...

Flow is an intrinsic motivational state experienced when fully engaged in meaningful and challenging, but doable tasks, with clear goals, a sense of agency and internal feedback (Csikszentmihalyi, 2008). Recent L2 research has examined how tasks and learner affective variables interact with flow. However, no study has used an experience sampling me...

The present study investigates relationships between foreign language anxiety (FLA), attentional control and the quality of L2 speech production as observed through self-initiated self-repair behavior (SISR). Participants were 34 French L1 English L2 speakers. We used a measure of FLA (Dewaele & MacIntyre, 2014) and a measure of attention shift cap...

The purpose of this research was to determine, first, how a plurilingual or monolingual posture adopted during a collaborative writing task influences the emotional experience of Creole learners of French as a second language (FL2), and second, how this emotional experience interacts with the quality of the written production. To this end, 39 FL2 C...

The global Covid-19 pandemic that hit educational contexts worldwide transformed our regular educational practices and some tasks such as peer revision, a staple in many additional language (AL) writing courses (Hyland & Hyland, 2019), were put aside. As teachers have become more familiar with many new technologies since the start of the pandemic,...

The present study draws on Flow Theory to examine the relationship between task repetition and the quality of learners’ subjective experience during task execution. Flow is defined as a positive experiential state characterized by intense focus and involvement in meaningful and challenging, but doable tasks, which has been associated with enhanced...

Very little is actually known about the relationship between second language use and written languaging (WL) (e.g., Ishikawa & Suzuki, 2016; Suzuki, 2012). Languaging, “a means to mediate cognition” (Swain, 2006, p. 96) is defined as “the process of making meaning and shaping knowledge and experience through language” (Swain, 2006, p. 98). The few...

A number of TBLT researchers have examined task implementation characteristics that foster interaction and engagement, thus prompting second language (L2) development. One such characteristic includes task repetition (Bui, Ahmadian, & Hunter, 2018; Bygate, 2018). This research demonstrates how repeating tasks impacts interaction behaviors and is po...

Little is known about the relationship between second language use and written languaging (e.g., Ishikawa & Suzuki, 2016; Suzuki, 2012). The few studies that have investigated the question highlight difficulties in understanding how to correct errors following written corrective feedback (e.g., Simard, Guénette, & Bergeron, 2015; Suzuki, 2012). Fol...

Self-repairs, that is revisions of speech that speakers themselves initiate and complete (Salonen & Laakso, 2006, p. 859), are frequently used to observe the cognitive and linguistic processes underlying second language (L2) speech production. Previous research has shown that factors such as L2 proficiency, attentional control and native language (...

Cette étude avait comme objectif d’examiner l’effet de 12 variables liées aux caractéristiques des tâches pédagogiques sur la qualité de l’expérience émotionnelle éprouvée par des apprenants en classe de français langue seconde. La qualité de l’expérience émotionnelle a été opérationnalisée par le construit d’expérience optimale, souvent désignée p...

Self-repairs, or revisions of speech that speakers themselves initiate and complete (Salonen & Laakso, 2009), have long been associated with second language (L2) development (e.g., Kormos, 2000a). To our knowledge, however, no research has looked at the evolution of self-repair correctness patterns, that is, the correctness of elements targeted for...

The present study investigated the relationship between attention and the self-initiated self-repairs of adult L2 English speakers. Such repairs are defined as “revisions of speech that speakers themselves initiate and complete” (Salonen & Laakso, 2006, p. 859), constituting a verbalized manifestation of attention allocation during speech productio...

La production orale (PO) en L2 peut être caractérisée selon différentes dimensions (Housen, Kuiken & Veder, 2012), les plus répandues étant celles proposées par Skehan (1996), soit complexité, aisance et précision. Les études antérieures sur la PO en L2 mettent notamment en relief l’effet des caractéristiques cognitives (Kormos, 1999), telles la co...

Discourse features that promote the generation of interactionally modified input and output, such as negotiation for meaning, have been shown to significantly enhance second language acquisition. Research has also identified several characteristics of instructional practices that render them more or less propitious to the generation of these discou...

Attention plays a critical role in second language (L2) speech production. Accordingly, many researchers (e.g., de Bot, 1992, Kormos, 2006, Robinson, 2005) regard speaking as an attention-management task. Fluent L2 speaking indeed requires the efficient coordination of attentional resources to multiple parallel, on-line processes varying according...

The present study focuses on the interplay between the linguistic principles and the psycholinguistic processes involved in reading. Results from 56 participants on a letter detection task reveal that readers do not process all function words in the same manner. Omission rates were highest for function words occupying the head of maximal projection...

RESUME Cette étude avait comme objectif de tenter d'établir un lien entre la capacité attentionnelle et les autoreformulations autoamorcées d'apprenants adultes de français langue seconde produites lors d'une tâche de narration. L'analyse des données n'a pas permis d'établir une association significative entre ces deux variables. Les résultats appu...

The objective of the present study is to investigate the impact of Extensive Reading (ER) on the development of implicit syntactic knowledge in readers of French L2 as measured by letter-detection tasks and the Missing-Letter Effect (MLE). The experimental group (n=15) followed a 15-week ER program based on Day and Bamford (2001), reading a minimum...