An integrative approach to profiling language learners
Bibliographic Data
| ID | 21535697 |
|---|---|
| Authors | Lani Freeborn (0000-0001-7818-3159, University of Amsterdam, corresponding author), Sible Andringa (0000-0002-0182-6977, University of Amsterdam), Judith Rispens (0000-0002-4489-9797, University of Amsterdam) |
| Year | 2026 |
| Volume | 140 |
| Pages | 104055 |
| Publication date | 2026-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2026.104055 |
| OpenAlex | W7160403624 |
| Language | EN |
| References cited | 47 |
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 language learner profiles among 544 learners of L2 Dutch in the Netherlands. We conducted a cluster analysis to identify similar groups of learners, considering cognitive abilities, pro-social behaviors, motivation, self-beliefs, level of multilingualism, and prior Dutch experience. Five distinct learner profiles emerged: (1) higher cognitive abilities – lower self-belief , (2) social learners – higher self-belief , (3) lower cognitive abilities – highly motivated , (4) highly multilingual – less social , and (5) lower motivation . While two profiles stood out for having particularly strong or weak attributes, other profiles were more mixed. In contrast to studies profiling learners of English in foreign language contexts, we did not find linear associations between prior Dutch experience and socio-affective constructs, highlighting the need for more research on learner profiles in LOTE settings. We also examined the relationship between different profiles and L2 learning gains over time, but found only small differences in L2 learning gains between profiles
Language acquisition · Language Understanding · Universal Networking Language · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Second Language Acquisition and Learning
Variable-Centered, Person-Centered, and Person-Specific Approaches
The Construct Validity of Language Aptitude
Development of Abbreviated Nine-Item Forms of the Raven’s Standard Progressive Matrices Test
Academic Buoyancy
The development of markers for the Big-Five factor structure.
Motivational and self-regulated learning components of classroom academic performance.
Validating the Short-form Foreign Language Classroom Anxiety Scale
Exploring the Relationship Between Second Language Learning Motivation and Proficiency
Individual Differences in How Language Learners Pursue Goals
Aptitude complexes
Navigating the Challenges of L2 Reading
Profiles of the Future L2 Selves in Foreign Language Learning
Mindset profiles and their relationship with self-regulated learning strategy use and English learning achievement
Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning
Motivation and self-regulated learning profiles
Motivational profiles of learners of multiple foreign languages
The role of positive and negative psychological factors in predicting effort and anxiety toward languages other than English
Profiling Chinese university students’ motivation to learn multiple languages
A Dynamic Systems Theory approach to second language acquisition
Language Learner Motivational Types
Reexamining the Role of Vision in Second Language Motivation
Individual Differences and the Ergodicity Problem
The Forest and the Trees
Methodological Synthesis of Cluster Analysis in Second Language Research
Language Learners' Motivational Profiles and Their Motivated Learning Behavior
| Citation velocity | historical |
|---|---|
| Highly cited | No |