Shawn Loewen
Biographic Data
| ID | 3843635 |
|---|---|
| NAME | Shawn Loewen |
| GIVEN NAMES | Shawn |
| FAMILY NAME | Loewen |
| SIGNATURE | LOEWEN S |
| AFFILIATIONS | Michigan State University |
| VERIFIED | No |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 91 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Instructed Second Language Acquisition and Language Teaching
Instructed second language acquisition (ISLA) is a discipline that aims to enhance second language (L2) development through systematic manipulation of learning processes and conditions to promote both accuracy and fluency in real‐life communication. While both explicit and implicit instruction are important, balanced attention to meaning and form is crucial to develop both fluent and accurate L2 ability. ISLA, by its nature, assumes that instruct…
Bimodal Input in Processing and Learning of Novel Vocabulary During Reading: An Eye‐Tracking Study
This study compared the effectiveness of written versus bimodal input on the processing and learning of novel words in a text. While their eye movements were recorded, 59 university‐level second language (L2) English readers read a 9,500‐word text containing 24 unfamiliar words over 2 consecutive days in one of two conditions: reading only and reading while listening. Vocabulary development was assessed with a real‐time sentence‐reading test and …
(Re)Examining the research–practice interface: International perspectives, multiple methods, persistent challenges, and novel directions
In applied linguistics, the interface between research and practice (broadly construed to include but not be limited to additional language teachers, teacher educators, policymakers, materials designers, test developers, etc.) has gained increasing attention in recent years (e.g., Sato & Loewen, 2022a). Recent calls (e.g., Sato, 2023) have urged applied linguists to both prioritize research which can INFORM and BE INFORMED BY practice as well as …
‘Who Is My Research for?’: Researcher Perceptions of the Research–Practice Relationship
This study investigated second language (L2) researchers’ perceptions of the research–practice relationship. While research use (or lack thereof) in the classroom has been debated by researchers for decades, researchers have rarely investigated themselves as stakeholders in the relationship. However, it is vital to know researchers’ approaches to the issue so that collaborative researcher-practitioner relationships may be fostered. Hence, the cur…
Small Samples in Instructed Second Language Acquisition Research
This commentary discusses the issue of small samples in instructed second language acquisition research. We discuss the current state of affairs, and consider the disadvantages of small samples. We also explore other considerations regarding sample size, such as research ethics and ecological validity. We present a range of recommendations for researchers to address the issue of small samples. Recommendations include (a) engaging in sample size p…
Coming of age: The past, present, and future of quantitative SLA research
First, we trace the history of second language acquisition (SLA) from early stages in the mid-twentieth century to today. We next consider the status of the field in today's research world with a particular focus on all aspects of methodology and, finally, we take a look at the future and discuss issues related to scientific rigor in light of Open Science
Instructed Second Language Acquisition
Instructed second language acquisition (ISLA) is a subfield of second language acquisition (SLA) that investigates any type of second language (L2) learning or acquisition that occurs as a result of the manipulation of the L2 learning context or processes. Learners' self‐study of the target language is also considered part of ISLA; however, ISLA research has generally focused more on traditional, face‐to‐face classrooms, as well as online instruc…
Evidence-Based Second Language Pedagogy: A Collection of Instructed Second Language Acquisition Studies
Do teachers care about research? The research–pedagogy dialogue
Instructed second-language acquisition (ISLA) research endeavours to make positive changes in pedagogical practices. In this regard, there is a recent debate concerning whether teachers are (or should be) willing to engage with research. To investigate the research–pedagogy link, the current case study conducted interviews with 12 EFL teachers in Chile. The findings suggested that teachers’ understanding of research was relatively consistent with…
Interaction and instructed second language acquisition
Interaction is an indispensable component in second language acquisition (SLA). This review surveys the instructed SLA research, both classroom and laboratory-based, that has been conducted primarily within the interactionist approach, beginning with the core constructs of interaction, namely input, negotiation for meaning, and output. The review continues with an overview of specific areas of interaction research. The first investigates interloc…
The Routledge Handbook of Instructed Second Language Acquisition
The development of statistical literacy in applied linguistics graduate students
Statistics play an important role in analyzing data in applied linguistics research. Given the increase over time in the field’s reliance on quantitative analysis ( Brown, 2004 ; Gass, 2009 ), statistical literacy is critical for both producers and consumers of L2 research. Although there has been some investigation into statistical literacy among applied linguists, no research to date has examined how such literacy is obtained by masters and doc…
Narrative Perspectives on Self-Directed Foreign Language Learning in a Computer- and Mobile-Assisted Language Learning Context
Millions of learners around the world use self-directed computer- and mobile-assisted language learning (CALL, MALL) programs to study foreign languages. One such program, Duolingo, currently attracts over 120 million users and is claimed (by the publisher) to be a highly effective method of language learning. While L2 researchers have shown limited engagement with similar large-scale commercial programs, issues related to learner persistence, mo…
Statistical Literacy Among Applied Linguists and Second Language Acquisition Researchers
The importance of statistical knowledge in applied linguistics and second language acquisition ( SLA ) research has been emphasized in recent publications. However, the last investigation of the statistical literacy of applied linguists occurred more than 25 years ago (Lazaraton, Riggenbach, & Ediger, 1987). The current study undertook a partial replication of this older work by investigating (a) applied linguists’ general experiences with statis…
Instructed Second Language Acquisition
Instructed second language acquisition (ISLA) refers to the subfield of second language acquisition (SLA) that investigates any type of second language (L2) learning or acquisition that occurs as a result of the teaching of the L2.
Second Language Research Forum Colloquia 2009: Colloquium – Measuring the effectiveness of focus on form
Presented at the Second Language Research Forum, Michigan State University, USA; 31 October 2009 Focus on form, i.e. brief attention to language items within a larger meaning-focused context (Long 1991; Ellis 2001), occurs in a variety of L2 instructional contexts. Meta-analyses of the effectiveness of focus on form have found overall positive effects; however, these meta-analyses have commented on the small number of studies available for synthe…
The use of statistics in L2 acquisition research
Second language acquisition (SLA) as a discipline has not had a long history and, as any new discipline, has seen growing pains over the years. This research timeline traces the development of the increased and more sophisticated use of statistics in SLA research and the increasing demands for rigor in their use. Use of statistical procedures has been increasing in the SLA literature, but the tools themselves have not developed from within the fi…
Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar
This article reviews previous studies of the effects of implicit and explicit corrective feedback on SLA, pointing out a number of methodological problems. It then reports on a new study of the effects of these two types of corrective feedback on the acquisition of past tense -ed . In an experimental design (two experimental groups and a control group), low-intermediate learners of second language English completed two communicative tasks during …
Recasts in the Adult English L2 Classroom: Characteristics, Explicitness, and Effectiveness
A number of descriptive studies of language classrooms have identified recasts as a frequent form of feedback used by teachers following learners' nontarget‐like oral production. Some classroom‐based researchers (e.g., Lyster, 1998 ) have suggested that recasts are less effective than other forms of feedback because of the ambiguity of their potentially corrective purpose. The present study focused on both the provision and the effectiveness of r…
Disentangling Focus on Form. A Response to Sheen and O'Neill (2005)
This article is a response to Sheen and O'Neill's (2005) critique of our paper entitled ‘Teachers’ stated beliefs about incidental focus on form and their classroom practice’ (Basturkmen et al., 2004). In addition, it seeks to clarify a number of common misunderstandings about focus on form (e.g. that ‘form’ refers exclusively to grammar and that it is entirely reactive/corrective in nature). We argue that the study of teachers’ beliefs about and…
Uptake in Incidental Focus on Form in Meaning-Focused ESL Lessons
Uptake is a term used to describe learners' responses to the provision of feedback after either an erroneous utterance or a query about a linguistic item within the context of meaning-focused Language activities. Some researchers argue that uptake may contribute to second Language acquisition by facilitating noticing and pushing learners to produce more accurate linguistic forms. This study investigated the occurrence of uptake in 32 hr of meanin…
Metalanguage in Focus on Form in the Communicative Classroom
It has been observed that participants take time out during communicative activities to give attention to linguistic items arising incidentally within these contexts. This has been termed 'focus on form' (Long, 1991) and studies of classroom discourse have identified ways classroom participants focus on form reactively (Lyster & Ranta, 1997) and pre-emptively (Borg, 1998; Samuda, 2001). A number of general strategies have been identified in focus…
Learner Uptake in Communicative ESL Lessons
This article examines incidental and transitory focus on form. Learner uptake was studied in focus-on-form episodes occurring in 12 hours of communicative ESL teaching. Learner uptake was generally high and successful-to a much greater extent than has been reported for immersion classrooms. Uptake was higher and more successful in reactive focus on form and in student-initiated focus on form than in teacher-initiated focus on form. The level of u…
Learner Uptake in Communicative ESL Lessons
This article examines incidental and transitory focus on form. Learner uptake was studied in focus-on-form episodes occurring in 12 hours of communicative ESL teaching. Learner uptake was generally high and successful-to a much greater extent than has been reported for immersion classrooms. Uptake was higher and more successful in reactive focus on form and in student-initiated focus on form than in teacher-initiated focus on form. The level of u…
Interaction and instructed second language acquisition
Interaction is an indispensable component in second language acquisition (SLA). This review surveys the instructed SLA research, both classroom and laboratory-based, that has been conducted primarily within the interactionist approach, beginning with the core constructs of interaction, namely input, negotiation for meaning, and output. The review continues with an overview of specific areas of interaction research. The first investigates interloc…
Coming of age: The past, present, and future of quantitative SLA research
First, we trace the history of second language acquisition (SLA) from early stages in the mid-twentieth century to today. We next consider the status of the field in today's research world with a particular focus on all aspects of methodology and, finally, we take a look at the future and discuss issues related to scientific rigor in light of Open Science
Uptake in Incidental Focus on Form in Meaning-Focused ESL Lessons
Uptake is a term used to describe learners' responses to the provision of feedback after either an erroneous utterance or a query about a linguistic item within the context of meaning-focused Language activities. Some researchers argue that uptake may contribute to second Language acquisition by facilitating noticing and pushing learners to produce more accurate linguistic forms. This study investigated the occurrence of uptake in 32 hr of meanin…
Statistical Literacy Among Applied Linguists and Second Language Acquisition Researchers
The importance of statistical knowledge in applied linguistics and second language acquisition ( SLA ) research has been emphasized in recent publications. However, the last investigation of the statistical literacy of applied linguists occurred more than 25 years ago (Lazaraton, Riggenbach, & Ediger, 1987). The current study undertook a partial replication of this older work by investigating (a) applied linguists’ general experiences with statis…
Narrative Perspectives on Self-Directed Foreign Language Learning in a Computer- and Mobile-Assisted Language Learning Context
Millions of learners around the world use self-directed computer- and mobile-assisted language learning (CALL, MALL) programs to study foreign languages. One such program, Duolingo, currently attracts over 120 million users and is claimed (by the publisher) to be a highly effective method of language learning. While L2 researchers have shown limited engagement with similar large-scale commercial programs, issues related to learner persistence, mo…
The use of statistics in L2 acquisition research
Second language acquisition (SLA) as a discipline has not had a long history and, as any new discipline, has seen growing pains over the years. This research timeline traces the development of the increased and more sophisticated use of statistics in SLA research and the increasing demands for rigor in their use. Use of statistical procedures has been increasing in the SLA literature, but the tools themselves have not developed from within the fi…
(Re)Examining the research–practice interface: International perspectives, multiple methods, persistent challenges, and novel directions
In applied linguistics, the interface between research and practice (broadly construed to include but not be limited to additional language teachers, teacher educators, policymakers, materials designers, test developers, etc.) has gained increasing attention in recent years (e.g., Sato & Loewen, 2022a). Recent calls (e.g., Sato, 2023) have urged applied linguists to both prioritize research which can INFORM and BE INFORMED BY practice as well as …
Learner Uptake in Communicative ESL Lessons
This article examines incidental and transitory focus on form. Learner uptake was studied in focus-on-form episodes occurring in 12 hours of communicative ESL teaching. Learner uptake was generally high and successful-to a much greater extent than has been reported for immersion classrooms. Uptake was higher and more successful in reactive focus on form and in student-initiated focus on form than in teacher-initiated focus on form. The level of u…
Metalanguage in Focus on Form in the Communicative Classroom
It has been observed that participants take time out during communicative activities to give attention to linguistic items arising incidentally within these contexts. This has been termed 'focus on form' (Long, 1991) and studies of classroom discourse have identified ways classroom participants focus on form reactively (Lyster & Ranta, 1997) and pre-emptively (Borg, 1998; Samuda, 2001). A number of general strategies have been identified in focus…
Uptake in Incidental Focus on Form in Meaning-Focused ESL Lessons
Uptake is a term used to describe learners' responses to the provision of feedback after either an erroneous utterance or a query about a linguistic item within the context of meaning-focused Language activities. Some researchers argue that uptake may contribute to second Language acquisition by facilitating noticing and pushing learners to produce more accurate linguistic forms. This study investigated the occurrence of uptake in 32 hr of meanin…
Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar
This article reviews previous studies of the effects of implicit and explicit corrective feedback on SLA, pointing out a number of methodological problems. It then reports on a new study of the effects of these two types of corrective feedback on the acquisition of past tense -ed . In an experimental design (two experimental groups and a control group), low-intermediate learners of second language English completed two communicative tasks during …
Recasts in the Adult English L2 Classroom: Characteristics, Explicitness, and Effectiveness
A number of descriptive studies of language classrooms have identified recasts as a frequent form of feedback used by teachers following learners' nontarget‐like oral production. Some classroom‐based researchers (e.g., Lyster, 1998 ) have suggested that recasts are less effective than other forms of feedback because of the ambiguity of their potentially corrective purpose. The present study focused on both the provision and the effectiveness of r…
Disentangling Focus on Form. A Response to Sheen and O'Neill (2005)
This article is a response to Sheen and O'Neill's (2005) critique of our paper entitled ‘Teachers’ stated beliefs about incidental focus on form and their classroom practice’ (Basturkmen et al., 2004). In addition, it seeks to clarify a number of common misunderstandings about focus on form (e.g. that ‘form’ refers exclusively to grammar and that it is entirely reactive/corrective in nature). We argue that the study of teachers’ beliefs about and…
The use of statistics in L2 acquisition research
Second language acquisition (SLA) as a discipline has not had a long history and, as any new discipline, has seen growing pains over the years. This research timeline traces the development of the increased and more sophisticated use of statistics in SLA research and the increasing demands for rigor in their use. Use of statistical procedures has been increasing in the SLA literature, but the tools themselves have not developed from within the fi…
Second Language Research Forum Colloquia 2009: Colloquium – Measuring the effectiveness of focus on form
Presented at the Second Language Research Forum, Michigan State University, USA; 31 October 2009 Focus on form, i.e. brief attention to language items within a larger meaning-focused context (Long 1991; Ellis 2001), occurs in a variety of L2 instructional contexts. Meta-analyses of the effectiveness of focus on form have found overall positive effects; however, these meta-analyses have commented on the small number of studies available for synthe…
Instructed Second Language Acquisition
Instructed second language acquisition (ISLA) refers to the subfield of second language acquisition (SLA) that investigates any type of second language (L2) learning or acquisition that occurs as a result of the teaching of the L2.
Statistical Literacy Among Applied Linguists and Second Language Acquisition Researchers
The importance of statistical knowledge in applied linguistics and second language acquisition ( SLA ) research has been emphasized in recent publications. However, the last investigation of the statistical literacy of applied linguists occurred more than 25 years ago (Lazaraton, Riggenbach, & Ediger, 1987). The current study undertook a partial replication of this older work by investigating (a) applied linguists’ general experiences with statis…
The Routledge Handbook of Instructed Second Language Acquisition
The development of statistical literacy in applied linguistics graduate students
Statistics play an important role in analyzing data in applied linguistics research. Given the increase over time in the field’s reliance on quantitative analysis ( Brown, 2004 ; Gass, 2009 ), statistical literacy is critical for both producers and consumers of L2 research. Although there has been some investigation into statistical literacy among applied linguists, no research to date has examined how such literacy is obtained by masters and doc…
Narrative Perspectives on Self-Directed Foreign Language Learning in a Computer- and Mobile-Assisted Language Learning Context
Millions of learners around the world use self-directed computer- and mobile-assisted language learning (CALL, MALL) programs to study foreign languages. One such program, Duolingo, currently attracts over 120 million users and is claimed (by the publisher) to be a highly effective method of language learning. While L2 researchers have shown limited engagement with similar large-scale commercial programs, issues related to learner persistence, mo…
Interaction and instructed second language acquisition
Interaction is an indispensable component in second language acquisition (SLA). This review surveys the instructed SLA research, both classroom and laboratory-based, that has been conducted primarily within the interactionist approach, beginning with the core constructs of interaction, namely input, negotiation for meaning, and output. The review continues with an overview of specific areas of interaction research. The first investigates interloc…
Instructed Second Language Acquisition
Instructed second language acquisition (ISLA) is a subfield of second language acquisition (SLA) that investigates any type of second language (L2) learning or acquisition that occurs as a result of the manipulation of the L2 learning context or processes. Learners' self‐study of the target language is also considered part of ISLA; however, ISLA research has generally focused more on traditional, face‐to‐face classrooms, as well as online instruc…
Evidence-Based Second Language Pedagogy: A Collection of Instructed Second Language Acquisition Studies
Do teachers care about research? The research–pedagogy dialogue
Instructed second-language acquisition (ISLA) research endeavours to make positive changes in pedagogical practices. In this regard, there is a recent debate concerning whether teachers are (or should be) willing to engage with research. To investigate the research–pedagogy link, the current case study conducted interviews with 12 EFL teachers in Chile. The findings suggested that teachers’ understanding of research was relatively consistent with…
Small Samples in Instructed Second Language Acquisition Research
This commentary discusses the issue of small samples in instructed second language acquisition research. We discuss the current state of affairs, and consider the disadvantages of small samples. We also explore other considerations regarding sample size, such as research ethics and ecological validity. We present a range of recommendations for researchers to address the issue of small samples. Recommendations include (a) engaging in sample size p…
Coming of age: The past, present, and future of quantitative SLA research
First, we trace the history of second language acquisition (SLA) from early stages in the mid-twentieth century to today. We next consider the status of the field in today's research world with a particular focus on all aspects of methodology and, finally, we take a look at the future and discuss issues related to scientific rigor in light of Open Science
‘Who Is My Research for?’: Researcher Perceptions of the Research–Practice Relationship
This study investigated second language (L2) researchers’ perceptions of the research–practice relationship. While research use (or lack thereof) in the classroom has been debated by researchers for decades, researchers have rarely investigated themselves as stakeholders in the relationship. However, it is vital to know researchers’ approaches to the issue so that collaborative researcher-practitioner relationships may be fostered. Hence, the cur…
(Re)Examining the research–practice interface: International perspectives, multiple methods, persistent challenges, and novel directions
In applied linguistics, the interface between research and practice (broadly construed to include but not be limited to additional language teachers, teacher educators, policymakers, materials designers, test developers, etc.) has gained increasing attention in recent years (e.g., Sato & Loewen, 2022a). Recent calls (e.g., Sato, 2023) have urged applied linguists to both prioritize research which can INFORM and BE INFORMED BY practice as well as …
Bimodal Input in Processing and Learning of Novel Vocabulary During Reading: An Eye‐Tracking Study
This study compared the effectiveness of written versus bimodal input on the processing and learning of novel words in a text. While their eye movements were recorded, 59 university‐level second language (L2) English readers read a 9,500‐word text containing 24 unfamiliar words over 2 consecutive days in one of two conditions: reading only and reading while listening. Vocabulary development was assessed with a real‐time sentence‐reading test and …
Instructed Second Language Acquisition and Language Teaching
Instructed second language acquisition (ISLA) is a discipline that aims to enhance second language (L2) development through systematic manipulation of learning processes and conditions to promote both accuracy and fluency in real‐life communication. While both explicit and implicit instruction are important, balanced attention to meaning and form is crucial to develop both fluent and accurate L2 ability. ISLA, by its nature, assumes that instruct…
Psychology (20 works) · EFL/ESL Teaching and Learning (15 works) · Linguistics (15 works) · Second Language Learning and Teaching (12 works) · Computer Science (10 works) · Second Language Acquisition and Learning (9 works) · Pedagogy (8 works) · Second-language acquisition (8 works) · Mathematics education (7 works) · Sociology (7 works)