Kiyoshi Saito

Dados Biográficos

ID72392
NOMEKiyoshi Saito
PRENOMESKiyoshi
SOBRENOMESaito
ASSINATURASAITO K
AFILIAÇÕESUniversity College London
ORCID0000-0002-4718-2943
VERIFICADOSim
TOTAL DE OBRAS85
TOTAL DE CITAÇÕES294
TOTAL COMO AUTOR85
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2010
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H9

  • Beyond form–meaning

    Open AccessKiyoshi Saito, Xinran Fan et al.ARTICLELanguage Teaching Research2026

    The present study tested the hypothesis that phonological vocabulary knowledge consists of declarative and automatized dimensions, which develop at different rates. Chinese students of English as a foreign language completed three tasks (recognition, recall, and lexicosemantic judgements) to assess learning gains of 18 multiword expressions before and after short intentional audiovisual training. The results showed that (1) task effects were mino…

  • English Prosody Dataset for investigating English prosody acquisition

    Open AccessMagdalena Kachlicka, Kyle Jasmin et al.ARTICLEStudies in Second Language…2026

    English prosody conveys grammatical structure, word meaning, and pragmatic information. However, research on second language (L2) acquisition has primarily focused on segmental properties of speech, with relatively less attention to prosody. We present the English Prosody Dataset to facilitate research on the acquisition and use of English prosody. The dataset includes contrastive examples of three prosodic features: phrase boundary, disambiguati…

  • The role of pitch statistical learning in second language morphosyntactic acquisition

    Open AccessYui Suzukida, Kiyoshi Saito et al.ARTICLEApplied Psycholinguistics2026

    To contribute to the ongoing discussion on the role of pitch processing in grammar learning, this study examines the extent to which pitch statistical learning (pitch statistical learning (SL); the ability to detect and internalize pitch patterns in auditory input) affects second language (L2) morphosyntax learning outcomes. In the context of 93 Japanese learners of English, piece-wise regression analyses were conducted to compare the roles of th…

  • What promotes success in L2 suprasegmental learning in foreign language classroom settings? The roles of perceptual, cognitive, and experiential individual differences in the acquisition of English wo…

    Open AccessIzumi Hosaka, Kiyoshi SaitoARTICLEApplied Psycholinguistics2026

    This study investigates how individual differences in perceptual-cognitive aptitude and L2 learning experience shape the acquisition of English word stress in foreign language (FL) classroom settings, addressing gaps in prior research that has primarily focused on L2 segmental learning. A total of 119 Japanese English-as-a-foreign-language students completed a word stress identification task alongside measures of auditory processing, working memo…

  • Lag Effects in L2 Phonetic Training

    Open AccessXiang Li, Li Xp et al.ARTICLEModern Language Journal2026

    In cognitive psychology, longer intersession intervals are thought to enhance long‐term retention (i.e., lag effects). Recently, scholars have begun to test the generalizability of the lag effect to L2 vocabulary and grammar acquisition. Following their step, the present study not only replicated the lag effect but also provided a more fine‐grained insight into L2 phonetic acquisition, investigating how individual differences at both perceptual (…

  • Dimension-specific roles of pitch and non-pitch processing in instructed L2 suprasegmental learning

    Open AccessIzumi Hosaka, Kiyoshi SaitoARTICLEBilingualism Language and Cognition2026

    Speakers of pitch-accent languages, such as Japanese, are often overly sensitive to pitch cues, which may affect second language (L2) suprasegmental learning. The present study examined whether sensitivity to non-pitch cues (i.e., second formant, duration and amplitude rise time) is associated with more accurate perception of L2 English word stress following phonetic training. A total of 115 Japanese English-as-a-foreign-language learners were as…

  • Optimizing L2 phonetic learning

    Open AccessKiyoshi Saito, Siying ChenARTICLEStudies in Second Language…2026

    This methodological study investigated how the distribution of training sessions—massed, equal spacing, and expanding spacing—affects L2 phonetic learning, focusing on Mandarin-speaking learners’ perception of the English /ɛ/–/æ/ contrast. While most previous phonetic training studies have used massed schedules, the current quasi-experimental design revealed that both types of spaced practice significantly outperformed massed practice in terms of…

  • Task engagement and comprehensibility development in video‐mediated intercultural exchanges

    Open AccessYuka Akiyama, Sachiko Nakamura et al.ARTICLEForeign Language Annals2026

    Despite growing interest in task engagement, few studies have examined how it contributes to L2 development. This longitudinal study examined how task engagement related to gains in L2 Japanese comprehensibility among nine UK‐based university students participating in a semester‐long, video‐mediated eTandem exchange with Japanese partners. Using 17 engagement indicators, we first provided a descriptive overview of associations between engagement …

  • Effects of targeted perceptual training on L2 suprasegmental weighting strategies

    Open AccessMagdalena Kachlicka, Ashley E Symons et al.ARTICLEBilingualism Language and Cognition2026

    Learning a second language (L2) is challenging partly due to perceptual strategies inherited from learners’ first language. For example, speakers of tone languages like Mandarin over-use pitch in English prosody perception and production. We developed a novel training paradigm to help Mandarin learners adopt more native-like strategies by enhancing their use of duration relative to pitch cues during prosody categorization. After prosody training,…

  • The neural correlates of mid- and end-clause silent pauses in L1 and L2 speech

    Open AccessAndrea Révész, Hyeonjeong Jeong et al.ARTICLEBilingualism Language and Cognition2026

    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 …

  • Timed vs. untimed lexicosemantic judgement task for measuring automatized phonological vocabulary knowledge

    Open AccessKiyoshi Saito, Izumi Hosaka et al.ARTICLESecond language Research2026Referências: 1

    Given the critical role of phonological vocabulary in second language (L2) listening proficiency, scholars have increasingly focused on measuring not only the form–meaning mapping aspects of vocabulary knowledge but also the extent to which learners can access this knowledge accurately and promptly in real-time contexts. To assess the automatized dimension of vocabulary knowledge, we built upon prior efforts to develop the lexicosemantic judgment…

  • Individual differences in perception of prosody in Mandarin-accented speech are linked to pitch perception, melody memory, musical training, and neural encoding of sound

    Open AccessAmir Hossein Ghooch Kanloo, Magdalena Kachlicka et al.ARTICLEBrain and Language2026Referências: 61

    There are large differences across individuals in the ability to perceive foreign-accented speech, and the sources of this variability are poorly understood. Here we tested the hypothesis that individual differences in auditory processing help drive variability in accented speech perception. We asked L1 English speakers to perceive prosodic features in Mandarin-accented English. Individuals who could precisely discriminate pitch and accurately re…

  • Automatized phonological vocabulary knowledge as L2 cognitive fluency

    Open AccessKotaro Takizawa, Kiyoshi Saito et al.ARTICLEApplied Linguistics2025

    Prior studies developed a lexicosemantic judgment task (LJT) to assess automatized phonological vocabulary knowledge, which reflects the accurate, prompt, and stable access to L2 phonological vocabulary knowledge in contexts. Automatized vocabulary knowledge has been shown to strongly predict general listening ability. Shifting the focus on automaticity in speech production, the current study explored the role of automatized vocabulary knowledge …

  • Individual differences in L2 listening proficiency revisited

    Open AccessKiyoshi Saito, Takumi Uchihara et al.ARTICLEStudies in Second Language…2025

    The present study revisits the differential roles of form, meaning, and use aspects of phonological vocabulary knowledge in L2 listening proficiency. A total of 126 Japanese English-as-a-foreign-language listeners completed the TOEIC Listening test, working memory and auditory processing tests, the Metacognitive Awareness Listening Questionnaire, and several tasks designed to tap into three broad aspects of phonological vocabulary knowledge: (1) …

  • Effects of phonetic training and cognitive aptitude on the perception and production of non-native speech contrasts

    Open AccessSusana Correia, Anabela Rato et al.ARTICLEStudies in Second Language…2025

    Research on second language (L2) speech learning suggests that incidental perception training can lead to the establishment of non-native phonological categories. The present study contributes to this line of enquiry by investigating how this training is mediated by individual differences in working memory capacity and domain-general auditory processing abilities. In our study, 130 native British English speakers without prior knowledge of Portug…

  • Disentangling the causal role of motivation, enjoyment, and anxiety in second language speech learning

    Open AccessKiyoshi Saito, Jean-Marc Dewaele et al.ARTICLEStudies in Second Language…2025

    While our earlier report focused on the initial four months of the dataset (Saito et al., 2018, Language Learning ), this study investigates the relationship between individual differences in motivation (Ideal Self and Ought–to Self), emotions (Enjoyment and Anxiety), and L2 speech learning among 121 Japanese English–as–a–Foreign–Language high school students over 1.5–years. Participants’ L2 speech proficiency consistently improved at each testin…

  • Experiential, perceptual, and cognitive individual differences in the development of declarative and automatized phonological vocabulary knowledge

    Open AccessKiyoshi Saito, Takumi UchiharaARTICLEBilingualism Language and Cognition2025

    The present study explores the influence of individual differences in experience, perceptual acuity, and working memory on the development of both declarative and automatized aspects of L2 phonological vocabulary knowledge. A total of 486 Japanese English-as-a-foreign-language (EFL) students took part in two vocabulary tests designed to measure declarative (meaning recognition) and automatized knowledge (lexicosemantic judgement task). Their perf…

  • Effects of the 4/3/2 activity revisited

    Open AccessJiali Guo, Kiyoshi SaitoARTICLESystem2025Referências: 2

  • Effects of auditory processing, memory, and experience on early and later stages of second language speech learning

    Open AccessLinda Bakkouche, Kiyoshi SaitoARTICLESecond language Research2025Referências: 3

    The current study aimed to explore how individual differences in lower-order perceptual abilities (auditory processing) and higher-order cognitive abilities (declarative and procedural memory) could be linked to various dimensions of second language (L2) speech production (segmentals, prosody, fluency, and lexicogrammar) in a group of 47 late Spanish–English bilinguals with varying levels of L2 proficiency and immersion experience. The statistica…

  • Roles of Domain-General Auditory Processing in Second Language Speech Learning Revisited

    Open AccessKiyoshi Saito, Adam TierneyARTICLELanguage Learning2025Referências: 73

    This study expands on the practical application of the critical role of auditory processing in the rate of naturalistic L2 speech acquisition. In Study 1, the prosodic production of English by 46 Chinese college students was tracked over a five-month study abroad program in the UK. Learners with extensive L2 input opportunities demonstrated improvements in prosodic accuracy; however, those with pitch acuity below a certain threshold showed regres…

  • Declarative and Automatized Phonological Vocabulary Knowledge

    Open AccessTakumi Uchihara, Kiyoshi Saito et al.ARTICLELanguage Learning2025Citada por: 3Referências: 55

    This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability to spontaneously judge the appropriate use …

  • Age effects in spoken second language vocabulary attainment beyond the critical period

    Open AccessKiyoshi SaitoARTICLEStudies in Second Language…2024

    The current study set out to examine to what degree age of acquisition (AOA), defined as a learner’s first intensive exposure to a second language (L2) environment, mediates the final state of postpubertal, spoken vocabulary attainment. In Study 1, spontaneous speech samples were elicited from experienced Japanese users of English ( n = 41) using storytelling and interview tasks. The samples were analyzed using a range of corpus- and rater-based …

  • Domain-general auditory processing as a conceptual and measurement framework for second language speech learning aptitude

    Open AccessKiyoshi Saito, Adam TierneyARTICLEStudies in Second Language…2024

    This article proposes a conceptual and measurement framework for postpubertal, L2 speech learning aptitude that is centered around domain-general auditory processing (i.e., representing spectral and temporal characteristics of sounds). To this end, we examine the construct and reliability of a battery of auditory processing tests by presenting the results of an empirical study wherein 100 participants took the tests twice. The findings showed (a)…

  • Task-generated processes in second language speech production

    Open AccessAndrea Révész, Hyeonjeong Jeong et al.ARTICLEStudies in Second Language…2024

    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…

  • Task-based pronunciation teaching

    Open AccessJiying Xu, Kiyoshi Saito et al.ARTICLESystem2024Citada por: 1Referências: 4

    This study examined the impact of individual differences in perception and cognition on the effectiveness of task-based pronunciation teaching (TBPT). Seventy young adult Chinese speakers were randomly assigned to either an experimental or control group. The experimental group participated in a 30-minute TBPT session, engaging in meaning-oriented tasks designed to help them notice and practice two English vocalic contrasts: [ɛ]-[æ] (e.g., “set” v…