Determining the impact of feedback types on uptake and oral gains in low-educated adult L2 learners

Description: Adult second language (L2) learners with limited first language schooling benefit less from L2 instruction than their higher educated counterparts. The impact of L2 instruction on low print literate, low-educated L2 (LESLLA) learners remains largely unexplored, despite their significant presence among immigrants. This research aims to assess how LESLLA learners respond to L2 instruction by pursuing three objectives: evaluating the extent of L2 gains among learners with varying literacy and educational backgrounds; identifying effective teaching practices for adult L2, especially LESLLA learners; and exploring LESLLA learners' processing of written L2 input. By collecting extensive semi-longitudinal data, conducting a teacher effectiveness study, and experimenting within a frequently overlooked research demographic, this study aims to elucidate the efficacy of contemporary adult L2 instruction, potentially influencing both L2 research and teaching methods.
Promoter(s): Bart Deygers
Researcher(s): Marieke Vanbuel
Faculty / Faculties: Faculty of Arts and Philosophy
Period of time: 2021 - 2024