Kara Moranski
Biographic Data
| ID | 1692825 |
|---|---|
| NAME | Kara Moranski |
| GIVEN NAMES | Kara |
| FAMILY NAME | Moranski |
| SIGNATURE | MORANSKI K |
| AFFILIATIONS | University of Cincinnati |
| ORCID | 0000-0001-6099-9627 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 35 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
The effect of high-immersion virtual reality environments on L2 learners’ socio-emotional variables
The effect of high-immersion virtual reality (HiVR) on second language (L2) learners’ socio-emotional responses has gained increasing attention in recent years, though findings remain mixed. This study meta-analyzed 18 primary studies (31 effect sizes, n = 996) published between 2019 and 2024 to examine (a) the overall effect of HiVR on L2 learners’ socio-emotional variables as compared with low-immersion (2D) language instruction and (b) the ext…
Multilingualism in today's language classrooms
No data were collected or analyzed for this commentary. Therefore, no data are available
Domestic immersion in postsecondary language education
Domestic immersion (DI) is an effective context for postsecondary language learning, given that DI's instructor‐curated environments promote meaningful second language use while providing abundant support for learners. However, DI is at present understudied within second language acquisition research, especially when compared to its more well‐known counterpart of study abroad (SA). This review focuses on DI in postsecondary contexts within the Un…
Metacognitive instruction in technology-mediated TBLT
Examining beginner Spanish learners' interactions during text chat
Text chat facilitates L2 use by providing learners with extended time to plan, monitor, and process production during interactional tasks. However, learners may not naturally take advantage of these affordances, especially for providing peer feedback. This study used video‐enhanced chat scripts to examine the behavior of beginner L2 Spanish learners ( n = 46) completing decision‐consensus tasks via text chat, investigating how learners interacted…
Spanish L2 Development in a Short-Term Domestic Immersion Program
This exploratory study evaluated the impact of a Spanish second language (L2) domestic immersion (DI) program that was developed expediently at a large university in the United States in response to widespread study abroad (SA) program closures due to COVID-19. Spanish language learners (n = 14) participated in an intensive, six-week summer immersion program for a total of 96 contact hours over the duration of the program. L2 development was eval…
Context and Generalizability in Multisite L2 Classroom Research
This study employed a multisite design to investigate the differential impact of deductive and guided inductive instruction for second language (L2) grammar development in ecologically valid classroom contexts. Students (n = 138) from eight intact third-year L2 Spanish classes in three public high schools in the United States received deductive instruction (n = 49), guided inductive instruction via PACE (n = 49), or no explicit instruction (n = 4…
A Case for Multisite Second Language Acquisition Research
Multisite research (MSR) offers the key advantages of greater statistical power and external validity via larger and more diverse participant pools. In second language acquisition (SLA) research, recent developments in meta-analysis have created a robust foundation for MSR. Although logistical and financial obstacles can complicate expansion beyond a single site, we show that MSR's benefits can justify the investment of resources. We begin by out…
Why haven't we solved instructed SLA? A sociocognitive account
Translating current principles of language learning into effective classroom practice requires a nuanced understanding of the cognitive and social factors that shape how learners engage in instructional activity. In this paper, we identify four principles that represent a current theoretical consensus in the field, which we hope will guide practitioners as they assess their work: (1) All language use is purposeful, but not all language use is mea…
Helping Learners to Orient to the Inverted or Flipped Language Classroom
Inverted (“flipped”) pedagogical models are rapidly increasing in prevalence within language education. These models are particularly relevant for language learning given that they promote learner agency and encourage the use of artifacts to mediate cognition. However, the specific methods used in these models are often not anticipated by learners who expect a more instructor‐ or grammar‐focused approach in class. Such expectancy violations can b…
‘Co-constructing’ Explicit L2 Knowledge with High School Spanish Learners through Guided Induction
This article documents how second language (L2) Spanish learners in an American high school formulated explicit grammar rules during three inductive lessons on the pronominal clitic se. Following Adair-Hauck et al. (2010), each lesson first presented a property of se within a narrative text, and then had learners inductively ‘Co-construct’ grammar rules in groups of 2–3. Groups then reported back to the class, with the teacher guiding them toward…
Why haven't we solved instructed SLA? A sociocognitive account
Translating current principles of language learning into effective classroom practice requires a nuanced understanding of the cognitive and social factors that shape how learners engage in instructional activity. In this paper, we identify four principles that represent a current theoretical consensus in the field, which we hope will guide practitioners as they assess their work: (1) All language use is purposeful, but not all language use is mea…
A Case for Multisite Second Language Acquisition Research
Multisite research (MSR) offers the key advantages of greater statistical power and external validity via larger and more diverse participant pools. In second language acquisition (SLA) research, recent developments in meta-analysis have created a robust foundation for MSR. Although logistical and financial obstacles can complicate expansion beyond a single site, we show that MSR's benefits can justify the investment of resources. We begin by out…
Context and Generalizability in Multisite L2 Classroom Research
This study employed a multisite design to investigate the differential impact of deductive and guided inductive instruction for second language (L2) grammar development in ecologically valid classroom contexts. Students (n = 138) from eight intact third-year L2 Spanish classes in three public high schools in the United States received deductive instruction (n = 49), guided inductive instruction via PACE (n = 49), or no explicit instruction (n = 4…
Helping Learners to Orient to the Inverted or Flipped Language Classroom
Inverted (“flipped”) pedagogical models are rapidly increasing in prevalence within language education. These models are particularly relevant for language learning given that they promote learner agency and encourage the use of artifacts to mediate cognition. However, the specific methods used in these models are often not anticipated by learners who expect a more instructor‐ or grammar‐focused approach in class. Such expectancy violations can b…
‘Co-constructing’ Explicit L2 Knowledge with High School Spanish Learners through Guided Induction
This article documents how second language (L2) Spanish learners in an American high school formulated explicit grammar rules during three inductive lessons on the pronominal clitic se. Following Adair-Hauck et al. (2010), each lesson first presented a property of se within a narrative text, and then had learners inductively ‘Co-construct’ grammar rules in groups of 2–3. Groups then reported back to the class, with the teacher guiding them toward…
Helping Learners to Orient to the Inverted or Flipped Language Classroom
Inverted (“flipped”) pedagogical models are rapidly increasing in prevalence within language education. These models are particularly relevant for language learning given that they promote learner agency and encourage the use of artifacts to mediate cognition. However, the specific methods used in these models are often not anticipated by learners who expect a more instructor‐ or grammar‐focused approach in class. Such expectancy violations can b…
Why haven't we solved instructed SLA? A sociocognitive account
Translating current principles of language learning into effective classroom practice requires a nuanced understanding of the cognitive and social factors that shape how learners engage in instructional activity. In this paper, we identify four principles that represent a current theoretical consensus in the field, which we hope will guide practitioners as they assess their work: (1) All language use is purposeful, but not all language use is mea…
A Case for Multisite Second Language Acquisition Research
Multisite research (MSR) offers the key advantages of greater statistical power and external validity via larger and more diverse participant pools. In second language acquisition (SLA) research, recent developments in meta-analysis have created a robust foundation for MSR. Although logistical and financial obstacles can complicate expansion beyond a single site, we show that MSR's benefits can justify the investment of resources. We begin by out…
Context and Generalizability in Multisite L2 Classroom Research
This study employed a multisite design to investigate the differential impact of deductive and guided inductive instruction for second language (L2) grammar development in ecologically valid classroom contexts. Students (n = 138) from eight intact third-year L2 Spanish classes in three public high schools in the United States received deductive instruction (n = 49), guided inductive instruction via PACE (n = 49), or no explicit instruction (n = 4…
Spanish L2 Development in a Short-Term Domestic Immersion Program
This exploratory study evaluated the impact of a Spanish second language (L2) domestic immersion (DI) program that was developed expediently at a large university in the United States in response to widespread study abroad (SA) program closures due to COVID-19. Spanish language learners (n = 14) participated in an intensive, six-week summer immersion program for a total of 96 contact hours over the duration of the program. L2 development was eval…
Examining beginner Spanish learners' interactions during text chat
Text chat facilitates L2 use by providing learners with extended time to plan, monitor, and process production during interactional tasks. However, learners may not naturally take advantage of these affordances, especially for providing peer feedback. This study used video‐enhanced chat scripts to examine the behavior of beginner L2 Spanish learners ( n = 46) completing decision‐consensus tasks via text chat, investigating how learners interacted…
Domestic immersion in postsecondary language education
Domestic immersion (DI) is an effective context for postsecondary language learning, given that DI's instructor‐curated environments promote meaningful second language use while providing abundant support for learners. However, DI is at present understudied within second language acquisition research, especially when compared to its more well‐known counterpart of study abroad (SA). This review focuses on DI in postsecondary contexts within the Un…
Metacognitive instruction in technology-mediated TBLT
The effect of high-immersion virtual reality environments on L2 learners’ socio-emotional variables
The effect of high-immersion virtual reality (HiVR) on second language (L2) learners’ socio-emotional responses has gained increasing attention in recent years, though findings remain mixed. This study meta-analyzed 18 primary studies (31 effect sizes, n = 996) published between 2019 and 2024 to examine (a) the overall effect of HiVR on L2 learners’ socio-emotional variables as compared with low-immersion (2D) language instruction and (b) the ext…
Multilingualism in today's language classrooms
No data were collected or analyzed for this commentary. Therefore, no data are available
EFL/ESL Teaching and Learning (10 works) · Psychology (9 works) · Mathematics education (7 works) · Linguistics (6 works) · Pedagogy (6 works) · Computer Science (5 works) · Second Language Learning and Teaching (5 works) · Multilingual Education and Policy (4 works) · Cognition (3 works) · Grammar (3 works)