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Exploring unobserved heterogeneity of speech fluency and its dynamic interactions with emotions

  • Hanjing Yu

    Hanjing Yu (Ph.D., Shanghai International Studies University) is an associate professor and researcher at School of Foreign Languages at Dalian University of Technology, China. Her research focuses on complex dynamic system theory (CDST) and second language development (SLD). Her special interest is the dynamic development of spoken English for EFL learners. Her recent work has appeared in journals such as Applied Linguistics, IRAL, Frontiers in Psychology, etc.

     ORCID logo     and Hongying Peng

    Hongying Peng holds a PhD in applied linguistics from the University of Groningen. She is now a researcher in the Center for Linguistics and Applied Linguistics at the Guangdong University of Foreign Studies. Her research interests include second language acquisition, mobile-assisted language learning, and methodological issues related to Complex Dynamic Systems Theory (CDST). Her work has been published in journals such as Applied Linguistics, Computer Assisted Language Learning, Frontiers in Psychology, Journal of Computer Assisted Learning, ReCALL, IRAL, etc.

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Published/Copyright: November 29, 2024
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Applied Linguistics Review
From the journal Applied Linguistics Review Volume 16 Issue 4

Abstract

The present study utilized a parallel-process growth mixture modeling technique to investigate the heterogeneity in the development of speech fluency at the (sub)group level, and to explore the interrelationships between speech fluency and different types of emotions among 126 Chinese EFL learners for four months. The study identified salient patterns emergent out of the developmental process of speech fluency, with two developmental patterns for speech rate and two for mean length of run respectively. Interaction dynamics between speech fluency and different emotions were also revealed, with anxiety and enjoyment both negatively affecting the development of L2 speech fluency over time. This study shows that parallel-process growth mixture modeling is an efficient method for identifying the heterogeneity of language development within a larger population and for exploring dynamic relations over time.

Keywords: speech fluency; learner emotions; complex dynamic systems theory; parallel-process growth mixture modeling
Corresponding author: Hongying Peng, Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Baiyun District, Guangzhou, 510420, P.R. China, E-mail:

Funding source: The National Social Science Fund of China

Award Identifier / Grant number: No. 22CYY027

Award Identifier / Grant number: No. 24AYY024

About the authors

Hanjing Yu

Hanjing Yu (Ph.D., Shanghai International Studies University) is an associate professor and researcher at School of Foreign Languages at Dalian University of Technology, China. Her research focuses on complex dynamic system theory (CDST) and second language development (SLD). Her special interest is the dynamic development of spoken English for EFL learners. Her recent work has appeared in journals such as Applied Linguistics, IRAL, Frontiers in Psychology, etc.

Hongying Peng

Hongying Peng holds a PhD in applied linguistics from the University of Groningen. She is now a researcher in the Center for Linguistics and Applied Linguistics at the Guangdong University of Foreign Studies. Her research interests include second language acquisition, mobile-assisted language learning, and methodological issues related to Complex Dynamic Systems Theory (CDST). Her work has been published in journals such as Applied Linguistics, Computer Assisted Language Learning, Frontiers in Psychology, Journal of Computer Assisted Learning, ReCALL, IRAL, etc.

  1. Conflicts of interest: There are no conflicts of interest to declare.

  2. Research funding: This study is supported by two grants from the National Social Science Fund of China (Grants No.: 22CYY027, 24AYY024).

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Received: 2023-06-07
Accepted: 2024-10-23
Published Online: 2024-11-29
Published in Print: 2025-07-28

© 2024 Walter de Gruyter GmbH, Berlin/Boston

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  2. Review Article
  3. The application of social network analysis in applied linguistics research: a systematic review
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  5. The neoliberal coloniality of EMI in Hong Kong higher education: insights from online stancetaking
  6. Unpacking fluid linguistic landscape in a community coffeehouse in Hangzhou, East China: an everyday life perspective
  7. Translanguaging in public and digital spaces: integrating telecollaboration to linguistic landscapes studies
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  9. Exploring unobserved heterogeneity of speech fluency and its dynamic interactions with emotions
  10. Modality of input and factors affecting incidental vocabulary learning: reading, listening, and viewing with captions
  11. Blurred lines of participation: nexus analytical tools for reflecting on the roles of researchers and participants in change-oriented research projects
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  14. Playing with funds of difficult knowledge: interactional insights for heritage language education
  15. Creating a meaningful summative assessment in a Chinese immersion context: a translanguaging perspective
  16. Transnational media and English spread in the Expanding Circle: Hollywood’s predominance, language accommodation, and English as an additional language in cinema, television, and video on demand
  17. Translingual practices for critical language awareness in English as an additional language writing education
  18. Multilingualism, translanguaging, and education in the Vaupés, Northwest Amazonia: dynamics of language use, and language loss
  19. Moderation of teacher-student rapport in the link between smartphone addiction and foreign language burnout and its gender difference
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https://doi.org/10.1515/applirev-2023-0119
Keywords for this article
speech fluency; learner emotions; complex dynamic systems theory; parallel-process growth mixture modeling

Articles in the same Issue

  1. Frontmatter
  2. Review Article
  3. The application of social network analysis in applied linguistics research: a systematic review
  4. Research Articles
  5. The neoliberal coloniality of EMI in Hong Kong higher education: insights from online stancetaking
  6. Unpacking fluid linguistic landscape in a community coffeehouse in Hangzhou, East China: an everyday life perspective
  7. Translanguaging in public and digital spaces: integrating telecollaboration to linguistic landscapes studies
  8. Investigating the relationships of writing behaviours to linguistic complexity and accuracy in independent and integrated writing task performance
  9. Exploring unobserved heterogeneity of speech fluency and its dynamic interactions with emotions
  10. Modality of input and factors affecting incidental vocabulary learning: reading, listening, and viewing with captions
  11. Blurred lines of participation: nexus analytical tools for reflecting on the roles of researchers and participants in change-oriented research projects
  12. The contribution of second language writers’ translanguaging ability to their information-based academic writing ability
  13. Translanguaging in the linguistic landscape: creative scripts in Yi ethnicity students’ handwritten signs
  14. Playing with funds of difficult knowledge: interactional insights for heritage language education
  15. Creating a meaningful summative assessment in a Chinese immersion context: a translanguaging perspective
  16. Transnational media and English spread in the Expanding Circle: Hollywood’s predominance, language accommodation, and English as an additional language in cinema, television, and video on demand
  17. Translingual practices for critical language awareness in English as an additional language writing education
  18. Multilingualism, translanguaging, and education in the Vaupés, Northwest Amazonia: dynamics of language use, and language loss
  19. Moderation of teacher-student rapport in the link between smartphone addiction and foreign language burnout and its gender difference
  20. The impact of divergent language policies on teachers’ language attitudes and proficiency in two multilingual education settings
  21. Exploring EFL learner resilience and examining its association with L2 buoyancy and language achievement
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