Janire Zalbidea
Biographic Data
| ID | 1692899 |
|---|---|
| NAME | Janire Zalbidea |
| GIVEN NAMES | Janire |
| FAMILY NAME | Zalbidea |
| SIGNATURE | ZALBIDEA J |
| AFFILIATIONS | Temple University |
| ORCID | 0000-0003-2842-4166 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Exploring the potential of content-embedded working memory capacity tasks for advancing second language acquisition research
This article explores the utility of content-embedded working memory capacity (WMC) tasks for advancing second language (L2) research. While both complex span and content-embedded tasks implement a dual-task paradigm that requires processing and maintenance of information, they differ in that the former demand maintenance of extraneous memory elements during processing, while the latter demand processing and maintenance of the same elements. Sinc…
Variability in heritage and second language writers’ linguistic complexity
This study investigates the extent to which (a) Spanish heritage (HL) and second language (L2) writers’ linguistic complexity differs across register contexts and (b) Spanish proficiency and writing motivational beliefs differentially affect HL and L2 writers’ performance. Participants were 58 HL and 54 L2 Spanish learners who completed two persuasive writing tasks—the Email to Friend and Letter to Dean tasks—designed to be topically similar whil…
Spanish heritage language learners’ motivational profile in the postsecondary classroom
This study sought to investigate the psychological network structure of adult Spanish heritage language (HL) learners’ motivational profile by considering interconnections among the following variables: the possible HL selves, family influence, intended HL learning effort, HL achievement goal orientations, HL enjoyment, HL anxiety, perceived classroom environment, and critical language awareness. In line with a complex systems perspective, mutual…
Brief but Mighty? Sustained L2 Learning and Perceived Psychobehavioral Benefits After Short‐Term Study Abroad
Evidence suggests that short‐term study abroad experiences can help advance various dimensions of second language (L2) learners’ linguistic competence. However, the extent to which gains following a brief sojourn are durable and maintained after immersion remains an open question. The present study examined both the immediate and sustained learning outcomes following a short‐term study abroad program by considering L2 Spanish learners’ (a) lingui…
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…
Initial Proficiency and L2 Grammar Development During Short-Term Immersion Abroad
The first goal of this study was to examine how individual differences in initial L2 proficiency help explain L2 grammar development in oral production during short-term immersion abroad. The second goal of the study was methodological, and evaluated challenges that can result from operationalizing learners’ initial L2 proficiency as pretest performance on outcome measures (as opposed to independent proficiency measures) in analyses of L2 change.…
On the Scope of Output in Sla
Following calls for more modality-sensitive perspectives of SLA, this study investigated the extent to which (a) producing the second language (L2) in the oral modality impacts learner-generated noticing and L2 development of grammatical structures embedded in subsequent auditory input, and whether (b) engaging in L2 production and input processing in the written modality differentially contributes to learner noticing and L2 outcomes compared to …
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…
Initial Proficiency and L2 Grammar Development During Short-Term Immersion Abroad
The first goal of this study was to examine how individual differences in initial L2 proficiency help explain L2 grammar development in oral production during short-term immersion abroad. The second goal of the study was methodological, and evaluated challenges that can result from operationalizing learners’ initial L2 proficiency as pretest performance on outcome measures (as opposed to independent proficiency measures) in analyses of L2 change.…
On the Scope of Output in Sla
Following calls for more modality-sensitive perspectives of SLA, this study investigated the extent to which (a) producing the second language (L2) in the oral modality impacts learner-generated noticing and L2 development of grammatical structures embedded in subsequent auditory input, and whether (b) engaging in L2 production and input processing in the written modality differentially contributes to learner noticing and L2 outcomes compared to …
Brief but Mighty? Sustained L2 Learning and Perceived Psychobehavioral Benefits After Short‐Term Study Abroad
Evidence suggests that short‐term study abroad experiences can help advance various dimensions of second language (L2) learners’ linguistic competence. However, the extent to which gains following a brief sojourn are durable and maintained after immersion remains an open question. The present study examined both the immediate and sustained learning outcomes following a short‐term study abroad program by considering L2 Spanish learners’ (a) lingui…
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 heritage language learners’ motivational profile in the postsecondary classroom
This study sought to investigate the psychological network structure of adult Spanish heritage language (HL) learners’ motivational profile by considering interconnections among the following variables: the possible HL selves, family influence, intended HL learning effort, HL achievement goal orientations, HL enjoyment, HL anxiety, perceived classroom environment, and critical language awareness. In line with a complex systems perspective, mutual…
Variability in heritage and second language writers’ linguistic complexity
This study investigates the extent to which (a) Spanish heritage (HL) and second language (L2) writers’ linguistic complexity differs across register contexts and (b) Spanish proficiency and writing motivational beliefs differentially affect HL and L2 writers’ performance. Participants were 58 HL and 54 L2 Spanish learners who completed two persuasive writing tasks—the Email to Friend and Letter to Dean tasks—designed to be topically similar whil…
Exploring the potential of content-embedded working memory capacity tasks for advancing second language acquisition research
This article explores the utility of content-embedded working memory capacity (WMC) tasks for advancing second language (L2) research. While both complex span and content-embedded tasks implement a dual-task paradigm that requires processing and maintenance of information, they differ in that the former demand maintenance of extraneous memory elements during processing, while the latter demand processing and maintenance of the same elements. Sinc…
Psychology (7 works) · Linguistics (6 works) · EFL/ESL Teaching and Learning (5 works) · Mathematics education (4 works) · Cognitive psychology (3 works) · Computer Science (3 works) · Grammar (3 works) · Second Language Acquisition and Learning (3 works) · Social Psychology (3 works) · Cognition (2 works)