Shungo Suzuki
Biographic Data
| ID | 4621397 |
|---|---|
| NAME | Shungo Suzuki |
| GIVEN NAMES | Shungo |
| FAMILY NAME | Suzuki |
| SIGNATURE | SUZUKI S |
| AFFILIATIONS | Waseda University |
| ORCID | 0000-0002-6327-3298 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
L2 fluency across tasks
Second language (L2) speaking research has highlighted intra-speaker variability of fluency performance across tasks. To better understand such task effects on fluency, the framework of speech processing demands has been proposed as a systematic approach to relating task characteristics to L2 speech production mechanisms and the limited capacity of attentional resources (Skehan 2009. Modelling second language performance: Integrating complexity, …
The neural correlates of mid- and end-clause silent pauses in L1 and L2 speech
This study examined how the location of silent pausing (mid- vs. end-clause) may relate to neural processes during spontaneous L1 and L2 speech production. Twenty intermediate-level Japanese speakers of L2 English carried out eight monologic, oral decision-making tasks, four in English and four in Japanese. While completing the tasks, their brain activity was recorded through fMRI scanning. Participants’ speech was transcribed, and the resulting …
The role of multiword sequences in fluent speech – Addendum
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
The role of multiword sequences in fluent speech
This study explored how second language (L2) speakers’ use of multiword sequences in speech predicted perceived fluency ratings while controlling for their utterance fluency. A total of 102 Japanese speakers of English delivered an argumentative speech, which was analyzed for bigram and trigram measures (frequency, proportion, and mutual information) and utterance fluency measures capturing three subdimensions: speed, breakdown, and repair fluenc…
Exploring AI for intercultural communication
AI is not new. What is new, however, is the speed and depth of its expansion in almost every aspect of our lives. This discussion forum is dedicated to exploring new frontiers and agendas for language and intercultural communication research. In this concluding piece, we invite the contributors to share insights on five key questions: their experiences (Question 1), the challenges and opportunities that we face (Question 2), the strengths and ski…
Generative AI for professional communication training in intercultural contexts
It is a common feature of the 21st century workplace to be multicultural. Working professionals need to possess strong Interactional Competence to handle professional communication in various intercultural encounters in their workplace. This has however posed challenges to professional communication education since educators need to incorporate different cultural practices and interlocutor profiles in their teaching and assessment materials. In t…
Feedforwarding diagnostic language assessment
The current study proposes a new approach to weakness identification in diagnostic language assessment (DLA) for speaking skills. We also propose to design actionable and contextualised diagnostic feedback through the systematic integration of feedback and remedial learning activities. Focusing on lexical use in second language speaking, the current study developed and validated our DLA programme in terms of actual learning gains, using an experi…
The moderating role of L2 proficiency in the predictive power of L1 fluency on L2 utterance fluency
The current study examined the extent to which first language (L1) utterance fluency measures can predict second language (L2) fluency and how L2 proficiency moderates the relationship between L1 and L2 fluency. A total of 104 Japanese-speaking learners of English completed different argumentative speech tasks in their L1 and L2. Their speaking performance was analysed using measures of speed, breakdown, and repair fluency. L2 proficiency was ope…
Developing the Productive Academic Formulas Test
The aim of this study is to explore the validity of the Productive Academic Formulas Test (PAFT), developed from items in the Academic Formulas List (Simpson-Vlach & Ellis, 2010). A total of 110 Japanese undergraduate students learning English took the PAFT, the Productive Vocabulary Levels Test (PVLT; Laufer & Nation, 1999), and the Phrasal Vocabulary Size Test (PVST; Martinez, 2011). After calibrating the PAFT items using Rasch dichotomous mode…
Human‐ versus artificial intelligence‐delivered roleplay tasks for assessing interactional competence
This study investigates the nature of co‐construction in roleplays conducted with human versus AI interlocutors for assessing interactional competence (IC) in L2 English. Seventy‐five university students in Japan completed roleplay tasks with both human tutors and an AI agent. The AI agent is a multimodal dialog system integrated with a large language model (LLM), designed to allow synchronous interaction with the participant through autonomous t…
Task-generated processes in second language speech production
The last three decades have seen significant development in understanding and describing the effects of task complexity on learner internal processes. However, researchers have primarily employed behavioral methods to investigate task-generated cognitive load. Being the first to adopt neuroimaging to study second language (L2) task effects, we aimed to provide novel insights into the neural correlates of task-related variation in L2 oral producti…
Creativity and the linguistic features of argumentative and narrative written task performance
This study investigated the relationship between creativity and the linguistic quality of the output in L2 written argumentative and narrative essays produced by 95 Hungarian secondary school students at intermediate to advanced level of proficiency. Participants also completed a figural creativity test which was standardized and validated for the target sample. The creativity test assessed creative fluency and elaboration, the abstractness of ti…
The multidimensionality of second language oral fluency
The current study examined the extent to which cognitive fluency (CF) contributes to utterance fluency (UF) at the level of constructs. A total of 128 Japanese-speaking learners of English completed four speaking tasks—argumentative task, picture narrative task, reading-to-speaking task, and reading-while-listening-to-speaking task—and a battery of linguistic knowledge tests, capturing vocabulary size, lexical retrieval speed, sentence constructi…
Investigating the impact of self-pacing on the L2 listening performance of young learner candidates with differing L1 literacy skills
In online environments, listening involves being able to pause or replay the recording as needed. Previous research indicates that control over the listening input could improve the measurement accuracy of listening assessment. Self-pacing also supports the second language (L2) comprehension processes of test-takers with specific learning difficulties (SpLDs) or, more specifically, of learners with reading-related learning difficulties who might …
Unknown Vocabulary Density and Reading Comprehension
Hu and Nation's (2000) study, which stipulated that second language (L2) readers need to be familiar with 98% of lexical items for adequate text comprehension, has become highly influential in L2 vocabulary research and pedagogy. However, the 98% critical threshold figure is based on findings from a research project in which a regression analysis was conducted with only 66 university students in New Zealand. The present study replicated Hu and Na…
Lexical Competence Underlying Second Language Word Association Tasks
This study investigated the constructs underlying second language (L2) word association (WA) with regard to three dimensions of lexical competence—size, organization, and accessibility—and the lexical performance of speech. One-hundred and thirteen Japanese learners of English completed a computer-delivered oral WA task along with three vocabulary tasks: a form-recall gap-filling task (size), a primed lexical decision task (organization and acces…
The role of input modality and vocabulary knowledge in alignment in reading-to-speaking tasks
Our study investigated lexical alignment in a reading-to-speaking task, in two modalities of input text presentation. We also explored whether participants’ vocabulary knowledge moderates the effects of text modality and difficulty on lexical alignment. We addressed these questions by analyzing lexical overlap in the speech of 128 Japanese learners of English. Students were asked to summarize the information given in two different expository info…
How Does Creativity Affect Second Language Speech Production? The Moderating Role of Speaking Task Type
Our study investigated the role of creativity in second language (L2) speech production using a picture narrative and an open‐ended argumentative task administered to 60 Japanese‐speaking learners of English. Following recent findings in the field of psychology, the participants’ creativity was assessed in terms of cognitive dimensions (divergent thinking fluency, convergent thinking) and a personality dimension (openness to experience). Particip…
The Relationship Between Utterance and Perceived Fluency
Listener‐based judgements of fluency play an important role in second language (L2) communication contexts and in L2 assessment. Accordingly, our meta‐analysis examined the relationship between different aspects of utterance fluency and listener‐based judgements of perceived fluency by analyzing primary studies reporting correlation coefficients between objective measures of temporal features and subjective ratings of fluency. We analyzed 263 eff…
How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels
This study examined how longitudinal interaction impacts the development of second language (L2) oral proficiency in relation to learners’ different experience and proficiency levels. Japanese learners of English as a foreign language (EFL) participated in weekly conversation exchanges with native speakers (NSs) in the USA via videoconferencing tools over one academic semester (12 weeks). The participants’ spontaneous speech, elicited from a stor…
Exploring the Dynamic Nature of Second Language Listeners’ Perceived Fluency
Despite the status of English as the Lingua Franca of the world (Seidlhofer, 2011) and the growing number of L2 users (Pennycook, 2017), researchers have mostly investigated L2-accented English based on native speakers’ perceptions. In particular, a number of previous studies have looked at native English speakers’ perceptions of fluency (e.g., Bosker, Pinget, Quené, Sanders, & de Jong, 2013). Only a limited number of studies have examined L2 spe…
Unknown Vocabulary Density and Reading Comprehension
Hu and Nation's (2000) study, which stipulated that second language (L2) readers need to be familiar with 98% of lexical items for adequate text comprehension, has become highly influential in L2 vocabulary research and pedagogy. However, the 98% critical threshold figure is based on findings from a research project in which a regression analysis was conducted with only 66 university students in New Zealand. The present study replicated Hu and Na…
How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels
This study examined how longitudinal interaction impacts the development of second language (L2) oral proficiency in relation to learners’ different experience and proficiency levels. Japanese learners of English as a foreign language (EFL) participated in weekly conversation exchanges with native speakers (NSs) in the USA via videoconferencing tools over one academic semester (12 weeks). The participants’ spontaneous speech, elicited from a stor…
Creativity and the linguistic features of argumentative and narrative written task performance
This study investigated the relationship between creativity and the linguistic quality of the output in L2 written argumentative and narrative essays produced by 95 Hungarian secondary school students at intermediate to advanced level of proficiency. Participants also completed a figural creativity test which was standardized and validated for the target sample. The creativity test assessed creative fluency and elaboration, the abstractness of ti…
The role of input modality and vocabulary knowledge in alignment in reading-to-speaking tasks
Our study investigated lexical alignment in a reading-to-speaking task, in two modalities of input text presentation. We also explored whether participants’ vocabulary knowledge moderates the effects of text modality and difficulty on lexical alignment. We addressed these questions by analyzing lexical overlap in the speech of 128 Japanese learners of English. Students were asked to summarize the information given in two different expository info…
Exploring the Dynamic Nature of Second Language Listeners’ Perceived Fluency
Despite the status of English as the Lingua Franca of the world (Seidlhofer, 2011) and the growing number of L2 users (Pennycook, 2017), researchers have mostly investigated L2-accented English based on native speakers’ perceptions. In particular, a number of previous studies have looked at native English speakers’ perceptions of fluency (e.g., Bosker, Pinget, Quené, Sanders, & de Jong, 2013). Only a limited number of studies have examined L2 spe…
Human‐ versus artificial intelligence‐delivered roleplay tasks for assessing interactional competence
This study investigates the nature of co‐construction in roleplays conducted with human versus AI interlocutors for assessing interactional competence (IC) in L2 English. Seventy‐five university students in Japan completed roleplay tasks with both human tutors and an AI agent. The AI agent is a multimodal dialog system integrated with a large language model (LLM), designed to allow synchronous interaction with the participant through autonomous t…
How Does Creativity Affect Second Language Speech Production? The Moderating Role of Speaking Task Type
Our study investigated the role of creativity in second language (L2) speech production using a picture narrative and an open‐ended argumentative task administered to 60 Japanese‐speaking learners of English. Following recent findings in the field of psychology, the participants’ creativity was assessed in terms of cognitive dimensions (divergent thinking fluency, convergent thinking) and a personality dimension (openness to experience). Particip…
How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels
This study examined how longitudinal interaction impacts the development of second language (L2) oral proficiency in relation to learners’ different experience and proficiency levels. Japanese learners of English as a foreign language (EFL) participated in weekly conversation exchanges with native speakers (NSs) in the USA via videoconferencing tools over one academic semester (12 weeks). The participants’ spontaneous speech, elicited from a stor…
Exploring the Dynamic Nature of Second Language Listeners’ Perceived Fluency
Despite the status of English as the Lingua Franca of the world (Seidlhofer, 2011) and the growing number of L2 users (Pennycook, 2017), researchers have mostly investigated L2-accented English based on native speakers’ perceptions. In particular, a number of previous studies have looked at native English speakers’ perceptions of fluency (e.g., Bosker, Pinget, Quené, Sanders, & de Jong, 2013). Only a limited number of studies have examined L2 spe…
The Relationship Between Utterance and Perceived Fluency
Listener‐based judgements of fluency play an important role in second language (L2) communication contexts and in L2 assessment. Accordingly, our meta‐analysis examined the relationship between different aspects of utterance fluency and listener‐based judgements of perceived fluency by analyzing primary studies reporting correlation coefficients between objective measures of temporal features and subjective ratings of fluency. We analyzed 263 eff…
Lexical Competence Underlying Second Language Word Association Tasks
This study investigated the constructs underlying second language (L2) word association (WA) with regard to three dimensions of lexical competence—size, organization, and accessibility—and the lexical performance of speech. One-hundred and thirteen Japanese learners of English completed a computer-delivered oral WA task along with three vocabulary tasks: a form-recall gap-filling task (size), a primed lexical decision task (organization and acces…
The role of input modality and vocabulary knowledge in alignment in reading-to-speaking tasks
Our study investigated lexical alignment in a reading-to-speaking task, in two modalities of input text presentation. We also explored whether participants’ vocabulary knowledge moderates the effects of text modality and difficulty on lexical alignment. We addressed these questions by analyzing lexical overlap in the speech of 128 Japanese learners of English. Students were asked to summarize the information given in two different expository info…
How Does Creativity Affect Second Language Speech Production? The Moderating Role of Speaking Task Type
Our study investigated the role of creativity in second language (L2) speech production using a picture narrative and an open‐ended argumentative task administered to 60 Japanese‐speaking learners of English. Following recent findings in the field of psychology, the participants’ creativity was assessed in terms of cognitive dimensions (divergent thinking fluency, convergent thinking) and a personality dimension (openness to experience). Particip…
The multidimensionality of second language oral fluency
The current study examined the extent to which cognitive fluency (CF) contributes to utterance fluency (UF) at the level of constructs. A total of 128 Japanese-speaking learners of English completed four speaking tasks—argumentative task, picture narrative task, reading-to-speaking task, and reading-while-listening-to-speaking task—and a battery of linguistic knowledge tests, capturing vocabulary size, lexical retrieval speed, sentence constructi…
Investigating the impact of self-pacing on the L2 listening performance of young learner candidates with differing L1 literacy skills
In online environments, listening involves being able to pause or replay the recording as needed. Previous research indicates that control over the listening input could improve the measurement accuracy of listening assessment. Self-pacing also supports the second language (L2) comprehension processes of test-takers with specific learning difficulties (SpLDs) or, more specifically, of learners with reading-related learning difficulties who might …
Unknown Vocabulary Density and Reading Comprehension
Hu and Nation's (2000) study, which stipulated that second language (L2) readers need to be familiar with 98% of lexical items for adequate text comprehension, has become highly influential in L2 vocabulary research and pedagogy. However, the 98% critical threshold figure is based on findings from a research project in which a regression analysis was conducted with only 66 university students in New Zealand. The present study replicated Hu and Na…
Task-generated processes in second language speech production
The last three decades have seen significant development in understanding and describing the effects of task complexity on learner internal processes. However, researchers have primarily employed behavioral methods to investigate task-generated cognitive load. Being the first to adopt neuroimaging to study second language (L2) task effects, we aimed to provide novel insights into the neural correlates of task-related variation in L2 oral producti…
Creativity and the linguistic features of argumentative and narrative written task performance
This study investigated the relationship between creativity and the linguistic quality of the output in L2 written argumentative and narrative essays produced by 95 Hungarian secondary school students at intermediate to advanced level of proficiency. Participants also completed a figural creativity test which was standardized and validated for the target sample. The creativity test assessed creative fluency and elaboration, the abstractness of ti…
The role of multiword sequences in fluent speech – Addendum
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
The role of multiword sequences in fluent speech
This study explored how second language (L2) speakers’ use of multiword sequences in speech predicted perceived fluency ratings while controlling for their utterance fluency. A total of 102 Japanese speakers of English delivered an argumentative speech, which was analyzed for bigram and trigram measures (frequency, proportion, and mutual information) and utterance fluency measures capturing three subdimensions: speed, breakdown, and repair fluenc…
Exploring AI for intercultural communication
AI is not new. What is new, however, is the speed and depth of its expansion in almost every aspect of our lives. This discussion forum is dedicated to exploring new frontiers and agendas for language and intercultural communication research. In this concluding piece, we invite the contributors to share insights on five key questions: their experiences (Question 1), the challenges and opportunities that we face (Question 2), the strengths and ski…
Generative AI for professional communication training in intercultural contexts
It is a common feature of the 21st century workplace to be multicultural. Working professionals need to possess strong Interactional Competence to handle professional communication in various intercultural encounters in their workplace. This has however posed challenges to professional communication education since educators need to incorporate different cultural practices and interlocutor profiles in their teaching and assessment materials. In t…
Feedforwarding diagnostic language assessment
The current study proposes a new approach to weakness identification in diagnostic language assessment (DLA) for speaking skills. We also propose to design actionable and contextualised diagnostic feedback through the systematic integration of feedback and remedial learning activities. Focusing on lexical use in second language speaking, the current study developed and validated our DLA programme in terms of actual learning gains, using an experi…
The moderating role of L2 proficiency in the predictive power of L1 fluency on L2 utterance fluency
The current study examined the extent to which first language (L1) utterance fluency measures can predict second language (L2) fluency and how L2 proficiency moderates the relationship between L1 and L2 fluency. A total of 104 Japanese-speaking learners of English completed different argumentative speech tasks in their L1 and L2. Their speaking performance was analysed using measures of speed, breakdown, and repair fluency. L2 proficiency was ope…
Developing the Productive Academic Formulas Test
The aim of this study is to explore the validity of the Productive Academic Formulas Test (PAFT), developed from items in the Academic Formulas List (Simpson-Vlach & Ellis, 2010). A total of 110 Japanese undergraduate students learning English took the PAFT, the Productive Vocabulary Levels Test (PVLT; Laufer & Nation, 1999), and the Phrasal Vocabulary Size Test (PVST; Martinez, 2011). After calibrating the PAFT items using Rasch dichotomous mode…
Human‐ versus artificial intelligence‐delivered roleplay tasks for assessing interactional competence
This study investigates the nature of co‐construction in roleplays conducted with human versus AI interlocutors for assessing interactional competence (IC) in L2 English. Seventy‐five university students in Japan completed roleplay tasks with both human tutors and an AI agent. The AI agent is a multimodal dialog system integrated with a large language model (LLM), designed to allow synchronous interaction with the participant through autonomous t…
L2 fluency across tasks
Second language (L2) speaking research has highlighted intra-speaker variability of fluency performance across tasks. To better understand such task effects on fluency, the framework of speech processing demands has been proposed as a systematic approach to relating task characteristics to L2 speech production mechanisms and the limited capacity of attentional resources (Skehan 2009. Modelling second language performance: Integrating complexity, …
The neural correlates of mid- and end-clause silent pauses in L1 and L2 speech
This study examined how the location of silent pausing (mid- vs. end-clause) may relate to neural processes during spontaneous L1 and L2 speech production. Twenty intermediate-level Japanese speakers of L2 English carried out eight monologic, oral decision-making tasks, four in English and four in Japanese. While completing the tasks, their brain activity was recorded through fMRI scanning. Participants’ speech was transcribed, and the resulting …
Linguistics (16 works) · Psychology (16 works) · Computer Science (12 works) · EFL/ESL Teaching and Learning (11 works) · Second Language Acquisition and Learning (11 works) · Cognitive psychology (9 works) · Fluency (7 works) · Cognition (6 works) · Mathematics education (6 works) · Natural language processing (6 works)