Jingyuan Zhuang
Biographic Data
| ID | 3843734 |
|---|---|
| NAME | Jingyuan Zhuang |
| GIVEN NAMES | Jingyuan |
| FAMILY NAME | Zhuang |
| SIGNATURE | ZHUANG J |
| AFFILIATIONS | University of Hildesheim |
| ORCID | 0000-0003-1148-9721 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Task repetition and L2 written performance: A meta-analysis
This meta-analysis investigates the effects of task repetition (TR) on the syntactic complexity, accuracy, lexical complexity, and fluency (CALF) of second language (L2) written production. The study included 31 studies, with 65 unique samples. Results from three-level meta-analytic models revealed that task repetition had a positive effect on all CALF constructs, with significant effect sizes for accuracy ( d = 1.19), lexical complexity ( d = 0.…
Effects of writing topic, first language background, and second language proficiency on ‘V that’ clauses in argumentative writing
With the growing use of corpora in second language (L2) research, examining the role of writing topics alongside first language (L1) background and L2 proficiency in shaping L2 usage has become increasingly important. This study contributes to this line of inquiry by using a learner corpus of 1,198 argumentative essays to explore how writing topics, in tandem with L1 background and L2 proficiency, influence the use of ‘V that’ clauses (e.g., I th…
Task repetition and L2 oral performance: A meta-analysis
Revisiting Blocking Effects in Second Language Learning: A Close Replication of Ellis and Sagarra (2010b)
We closely replicated Ellis and Sagarra (2010b), a seminal study that demonstrated clear effects of blocking in second language (L2) learning. In that study, English-speaking learners completed different types of pretraining about Latin temporal expressions (adverbs, verbs, none) to investigate how knowledge about specific cues influenced L2 outcomes. Results showed that the type of pretraining strongly influenced interpretation and production. T…
Long‐term language use by US‐based study‐abroad alumni: Activity types and program effects
This article presents selected results from a large‐scale, mixed‐methods, federally funded investigation of US‐based language study‐abroad alumni of all ages, which included a nationwide survey ( N = 4,899) followed by professional life history interviews with 54 participants. Here, we focus on three questions heretofore unaddressed: (a) How do these alumni continue to use their additional languages? (b) How is long‐term language use associated w…
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Long‐term language use by US‐based study‐abroad alumni: Activity types and program effects
This article presents selected results from a large‐scale, mixed‐methods, federally funded investigation of US‐based language study‐abroad alumni of all ages, which included a nationwide survey ( N = 4,899) followed by professional life history interviews with 54 participants. Here, we focus on three questions heretofore unaddressed: (a) How do these alumni continue to use their additional languages? (b) How is long‐term language use associated w…
Task repetition and L2 written performance: A meta-analysis
This meta-analysis investigates the effects of task repetition (TR) on the syntactic complexity, accuracy, lexical complexity, and fluency (CALF) of second language (L2) written production. The study included 31 studies, with 65 unique samples. Results from three-level meta-analytic models revealed that task repetition had a positive effect on all CALF constructs, with significant effect sizes for accuracy ( d = 1.19), lexical complexity ( d = 0.…
Effects of writing topic, first language background, and second language proficiency on ‘V that’ clauses in argumentative writing
With the growing use of corpora in second language (L2) research, examining the role of writing topics alongside first language (L1) background and L2 proficiency in shaping L2 usage has become increasingly important. This study contributes to this line of inquiry by using a learner corpus of 1,198 argumentative essays to explore how writing topics, in tandem with L1 background and L2 proficiency, influence the use of ‘V that’ clauses (e.g., I th…
Task repetition and L2 oral performance: A meta-analysis
Revisiting Blocking Effects in Second Language Learning: A Close Replication of Ellis and Sagarra (2010b)
We closely replicated Ellis and Sagarra (2010b), a seminal study that demonstrated clear effects of blocking in second language (L2) learning. In that study, English-speaking learners completed different types of pretraining about Latin temporal expressions (adverbs, verbs, none) to investigate how knowledge about specific cues influenced L2 outcomes. Results showed that the type of pretraining strongly influenced interpretation and production. T…
EFL/ESL Teaching and Learning (4 works) · Second Language Acquisition and Learning (4 works) · Computer Science (3 works) · Linguistics (3 works) · Fluency (2 works) · Moderation (2 works) · Narrative (2 works) · Philosophy (2 works) · Psychology (2 works) · Second language (2 works)