Session 2G

SLA-oriented L2 writing research has underscored the important role that individual differences (IDs) may play in writing (Kormos, 2012), especially from the perspective of the connection between writing and language learning (Manchón, 2020). Although a body of empirical research (e.g. Michel et al., 2019; Zabihi, 2018) has investigated the mediation of learner-related variables (grammatical sensitivity, inductive language learning capacity, or strategic behavior) on written texts, less attention has been paid to affective variables (but see Révész, 2011). Our study adds to previous work in its attempt to combine in one and the same study an inquiry into the potential interactions of learner-related variables (writing motivation, anxiety and self-efficacy) and task-related variables (task complexity) that have hitherto been addressed separately. To achieve our goal, 40 advanced Spanish EFL learners in an English Studies degree program were invited to complete the simple and complex version of the "Fire Chief" task (Gilabert, 2007). Participants completed the Oxford Placement Test, and they took questionnaires assessing writing anxiety (Cheng, 2004), motivation (Waller & Papi, 2017) and self-efficacy (Sanders-Reio, 2010). Written production was assessed in terms of CAF measures, and both correlations and regressions were employed to analyse the role of the affective IDs in the CAF of the L2 writings. Results showed that the role of affective factors is more clearly manifest in complex tasks in all CAF areas, especially in accuracy and syntactic complexity. We shall interpret our findings in light of SLA-oriented theory and research on the language learning affordances of IDs in L2 writing (Byrnes & Manchón, 2014) and the mediating role that task complexity may have in such learning potential.


Byrnes, H., & Manchón, R. M. (2014). Task-based language learning: Insights to and from writing. Amsterdam: John Benjamins.
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335. 
Gilabert, R. (2007). Effects of manipulating task complexity on self-repairs during L2 oral production. International Review of Applied Linguistics in Language Teaching, 45(3), 215–240.
Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390–403. 
Manchón, R. M. (Ed.). (2020). Writing and language learning: Advancing research agendas. Amsterdam: John Benjamins.
Michel, M., Kormos, J., Brunfaut, T., & Ratajczak, M. (2019). The role of working memory in young second language learners' written performances. Journal of Second Language Writing, 45, 31–45. 
Révész, A. (2011). Task complexity, focus on L2 constructions, and individual differences: A classroom-based study. Modern Language Journal, 95(SUPPL. 1), 162–181. 
Sanders-Reio, J. (2010). Investigation of the relations between domain-specific beliefs about writing, writing self-efficacy, writing apprehension, and writing performance in undergraduates. University of Maryland. [PhD Thesis].
Waller, L., & Papi, M. (2017). Motivation and feedback: How implicit theories of intelligence predict L2 writers' motivation and feedback orientation. Journal of Second Language Writing, 35, 54–65. 
Zabihi, R. (2018). The role of cognitive and affective factors in measures of L2 writing. Written Communication, 35(1), 32–57.

Linguistic barriers can constitute distinctive hurdles for immigrants' economic and social integration, and the lack of host-country language skills can be an obstacle to immigrants' career success. We have conducted a 5-year longitudinal study about the effect of Dutch proficiency on immigrants'(N=659) labour market performance (employment possibilities; income; hourly wages), savings and financial wealth in the Netherlands.
In addition to collecting demographic data, we also measured immigrants' IQ, risk aversion, saving intention, patience, financial future time perspective, self-control, temporal focus, which have never been controlled for in existing studies. To account for measurement errors of self-assessed language proficiency, we had all participants take a Dutch language placement test besides a self-assessed speaking and reading Dutch proficiency. Immigrants' labour market performance and financial wealth were initially surveyed in 2016, and followed again in 2020-2021. We use concurrent examined Dutch proficiency to predict their future situation while controlling for the situation in 2016 and other factors. 
Furthermore, we conducted three sensitivity analyses: 1)We used the self-assessed reading/speaking Dutch proficiency to check whether the findings are different than using examined Dutch as a proficiency measurement. (2)To account for the possible influence of immigrants' length of staying on income and wealth, we used the first-generation immigrants to do a sub-sample analysis while additionally controlling for their length of staying. And (3)using the instrumental variables approach (an econometric method allows uncovering the causal effect of the independent variable on the dependent variable), we analysed the causal effect of language proficiency. We used two kinds of instruments, one is the interaction between (age of arrival–9) and whether being born in a Dutch-speaking country (Bleakley & Chin, 2004). The other is the language family of the language an immigrant speaks best. As immigrants' best-speaking language can have a different linguistic distance to Dutch, speakers of different languages may have different Dutch proficiency while they should not differ in general ability (e.g., immigrants from Western-Germanic languages (English; Germans) may be better in Dutch proficiency than Italians and French (Romance languages) but English and Germans are not assumed to be generally better in ability than Italians and French).
We find that: 1)While controlling for individual characteristics and demographic information, Dutch proficiency predicts immigrants' earnings, riskless savings, and financial wealth in 2016, and in 2020-2021 even after additionally controlling for the 2016 baseline. 2)Overidentification test shows that instruments are exogenous and valid. Dutch proficiency has a causal effect on all dependent variables. 3)Results from self-assessed Dutch proficiency are generally robust but the self-assessment underestimates the influence of language proficiency on labour market performance. 
Our study not only shows an impact of language skills on immigrants' earnings, but also shows for the first time that, host-country language can persistently affect immigrants' savings and wealth concurrently and longitudinally. Results of our study have theoretical contributions to research on the effect of language proficiency and individual differences on immigrants' financial well-being, with strong implications for policymakers.

Audiovisual input, such as movies and TV series in the original version, has been proven a valuable resource for L2 development (Vanderplank, 2016). Besides, the addition of on-screen text representation of the soundtrack (captions), fosters L2 listening comprehension, vocabulary, and grammar learning (see Montero Perez, 2022). Previous audiovisual studies focused on factors such as individual differences, frequency, and length of exposure. However, little is known about the role of time distribution – how much time should be left between the viewings of different episodes. While there have been studies on time distribution in reading (Serrano & Huang, 2021), audiovisual input has not been looked at from this perspective. Especially the phenomenon of binge-watching – watching at least two consecutive TV series episodes (Castro et al., 2021) – has not been explored from the SLA point of view. Several European studies point out that watching L2 TV is one of the most popular leisure contacts with a foreign language outside of the classroom (e.g. De Wilde et al., 2021). Additionally, research shows that binge-watching is an "established viewing norm" and its popularity continues to increase (Rubenking & Bracken, 2021). Although there is a general consensus of the benefits of audiovisual input for language learning, it could be possible that excessive viewing is no longer beneficial for L2 development as binge-watching has been associated with negative consequences (e.g. duties neglect, fatigue) (Steins-Loebers et al., 2020). Therefore, the aim of this study is to explore different viewing time distributions and the learning gains from them.
This study features a fully online data collection– an uncommon way to carry out audiovisual research. A total of 94 undergraduate learners of English (B2 proficiency level) participated in the study. The pre-/posttest design included watching five full-length captioned episodes (109 minutes) of an English comedy TV series with three groups: extensive, intensive, and binge-watching. The extensive group watched one episode per week over the period of five weeks, the intensive group viewed all five episodes in one week (one episode per day), and the binge-watching group watched all five episodes in one session. The target items for this study were 25 fixed multiword expressions (e.g. do for a living, say no more) tested by an adaptation of the Vocabulary Knowledge Scale: 1) I have never seen this expression before; 2) I have seen this expression before, but I don't know what it means; 3) I have seen this expression before and I think it means; 4) I know this expression, it means; 5) I can use this expression in a context. The preliminary analysis shows that all groups performed significantly better in the post-test, with a tendency for the extensive group to perform better, tentatively suggesting that it is more beneficial to space the exposure to audiovisual input to achieve higher language gains. In this presentation we will present the statistical analysis of the results, and discuss the advantages of various time distributions for learning from audiovisual input.