Lani Freeborn
Biographic Data
| ID | 4621435 |
|---|---|
| NAME | Lani Freeborn |
| GIVEN NAMES | Lani |
| FAMILY NAME | Freeborn |
| SIGNATURE | FREEBORN L |
| AFFILIATIONS | University of Amsterdam |
| ORCID | 0000-0001-7818-3159 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
An integrative approach to profiling language learners
While cluster analysis is becoming a popular method of identifying groups of learners that share similar characteristics, learners are typically grouped based on a small set of closely-related ID variables. To better understand L2 learning, we need to take a more integrative approach to profiling learners, considering abilities and attributes from different domains. In this study, we took an integrative, person-centered approach to identify langu…
Aptitude complexes: Expanding our view of language aptitude
In second language (L2) research, aptitude is typically viewed as a multicomponential, cognitive construct. Yet we know that L2 learning is influenced by multiple learner individual differences (IDs) besides cognitive abilities and that these IDs interact. In this article, we consider the affordances and implications of working toward a broader theory of language aptitude. Inspired by the theory of aptitude complexes, we examine the joint functio…
TBLT , Engagement, and Group Synchronicity: Exploring the Relationships between Affective, Social, and Cognitive Aspects of Task‐Based Performance
This classroom‐based exploratory study examined the relationships between affective, social, and cognitive aspects of second language (L2) learners' task‐based performance. In responding to practical challenges when TBLT is implemented in the real‐world context, we collected observational data from multiple sources. In the study, 96 high‐school EFL learners in Chile formed 32 groups and completed a decision‐making task. The affective aspect was o…
Network analysis for modeling complex systems in SLA research
Network analysis is a method used to explore the structural relationships between people or organizations, and more recently between psychological constructs. Network analysis is a novel technique that can be used to model psychological constructs that influence language learning as complex systems, with longitudinal data, or cross-sectional data. The majority of complex dynamic systems theory (CDST) research in the field of second language acqui…
TBLT , Engagement, and Group Synchronicity: Exploring the Relationships between Affective, Social, and Cognitive Aspects of Task‐Based Performance
This classroom‐based exploratory study examined the relationships between affective, social, and cognitive aspects of second language (L2) learners' task‐based performance. In responding to practical challenges when TBLT is implemented in the real‐world context, we collected observational data from multiple sources. In the study, 96 high‐school EFL learners in Chile formed 32 groups and completed a decision‐making task. The affective aspect was o…
Network analysis for modeling complex systems in SLA research
Network analysis is a method used to explore the structural relationships between people or organizations, and more recently between psychological constructs. Network analysis is a novel technique that can be used to model psychological constructs that influence language learning as complex systems, with longitudinal data, or cross-sectional data. The majority of complex dynamic systems theory (CDST) research in the field of second language acqui…
Aptitude complexes: Expanding our view of language aptitude
In second language (L2) research, aptitude is typically viewed as a multicomponential, cognitive construct. Yet we know that L2 learning is influenced by multiple learner individual differences (IDs) besides cognitive abilities and that these IDs interact. In this article, we consider the affordances and implications of working toward a broader theory of language aptitude. Inspired by the theory of aptitude complexes, we examine the joint functio…
TBLT , Engagement, and Group Synchronicity: Exploring the Relationships between Affective, Social, and Cognitive Aspects of Task‐Based Performance
This classroom‐based exploratory study examined the relationships between affective, social, and cognitive aspects of second language (L2) learners' task‐based performance. In responding to practical challenges when TBLT is implemented in the real‐world context, we collected observational data from multiple sources. In the study, 96 high‐school EFL learners in Chile formed 32 groups and completed a decision‐making task. The affective aspect was o…
An integrative approach to profiling language learners
While cluster analysis is becoming a popular method of identifying groups of learners that share similar characteristics, learners are typically grouped based on a small set of closely-related ID variables. To better understand L2 learning, we need to take a more integrative approach to profiling learners, considering abilities and attributes from different domains. In this study, we took an integrative, person-centered approach to identify langu…
Educational and Psychological Assessments (3 works) · Cognition (2 works) · EFL/ESL Teaching and Learning (2 works) · Innovative Teaching and Learning Methods (2 works) · Language acquisition (2 works) · Psychology (2 works) · Affordance (1 works) · Aptitude (1 works) · Artificial Intelligence (1 works) · Causality (physics) (1 works)