Abstract
A dynamic perspective of second language (L2) development enquires into time-intensive data that are longitudinal, dense, non-linear, and individual. This article reports a collection of quantitative methods that could capture time-intensive data, termed Time-Intensive Methods (TIMs). We reviewed empirical studies published from 2008 to 2023 that have used TIMs to investigate non-linear L2 development. Seventy-eight studies were included to be further analyzed regarding their chronological trends, adopted TIMs, research topics, and theoretical contributions. Three major contributions of TIMs are identified: capturing the non-linear developmental paths, detecting the emergent group patterns, and revealing the dynamic interactions over time. Methodological rigor is discussed against how TIMs address their corresponding theoretical concepts and research questions. The findings provide insights into the current state of TIM application in L2 development research, and encourage researchers to explore a wider range of TIMs that could enhance future studies inspired by the dynamic paradigm.
Acknowledgments
Special thanks go to Ting Huang and Zhixing Han in the Language Education, Acquisition, and Development Laboratory (LEAD Lab) at Fudan University, who collaborated with the first author to screen and code the data.
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Supplementary Material
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Artikel in diesem Heft
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Artikel in diesem Heft
- Frontmatter
- Research Articles
- Investigating the role of ideal L2 writing self, writing growth mindset, and writing enjoyment in L2 writing self-efficacy: a mediation model
- The role of home biliteracy environment in Chinese-Canadian children’s early bilingual receptive vocabulary development
- Review Article
- A systematic review of time-intensive methods for capturing non-linear L2 development
- Research Articles
- Reflexivity as a means to address researcher vulnerabilities
- L2 English pronunciation instruction: techniques that increase expiratory drive through enhanced use of the abdominal muscles, and transfer of learning
- Review Article
- Early career language teachers’ cognition, practice, and continuous professional development: a scoping review of empirical research
- Research Articles
- Unpacking digital-driven language management in a Chinese transnational company: an exploratory case study
- Unequal translanguaging: the affordances and limitations of a translanguaging space for alleviating students’ foreign language anxiety in language classrooms
- Monologuing into a dialogic space through translanguaging: probing the perceptions and practices of a history EMI teacher in higher education
- How foreign language learners’ benign and deleterious self-directed humour shapes their classroom anxiety and enjoyment
- Generative AI and the future of writing for publication: insights from applied linguistics journal editors
- Positive emotions fuel creativity: exploring the role of passion and enjoyment in Chinese EFL teachers’ creativity in light of the investment theory of creativity
- The perception of gradient acceptability among L1 Polish monolingual and bilingual speakers
- Navigating between ‘global’ and ‘local’: a transmodal genre analysis of flight safety videos
- Investigating EFL learners’ reading comprehension processes across multiple choice and short answer tasks
- English medium instruction lecturer within-course linguistic evolution: monitoring changes between STEM lectures
- Contributions of interaction, growth language mindset, and L2 grit to student engagement in online EFL learning: a mixed-methods approach
- Performing my other self: movement between languages, cultures and societies