Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz http://pressto.amu.edu.pl/index.php/ssllt Editors: Founding Editor and Editor in Chief: Mirosław Pawlak (Adam Mickiewicz University, Kalisz, Poland) Editor: Jakub Bielak (Adam Mickiewicz University, Kalisz, Poland) Editor: Achilleas Kostoulas (University of Manchester, UK) Editor: Mariusz Kruk (University of Zielona Góra, Poland) Editor: Aleksandra Wach (Adam Mickiewicz University, Poznań, Poland) Language Editor: Melanie Ellis (Pedagogical University of Kraków, Poland) Vol. 9 No. 2 June 2019 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Israel, Trinity College, Dublin, Ireland) Helen Basturkmen (University of Auckland, New Zealand) Adriana Biedroń (Pomeranian University, Słupsk, Poland) Simon Borg (University of Leeds, UK) Anne Burns (Aston University, Birmingham, UK, University of New South Wales, Sydney, Australia) Anna Cieślicka (Texas A&M International University, Laredo, USA) Kata Csizér (Eötvös Loránd University, Budapest, Hungary) Maria Dakowska (University of Warsaw, Poland) Robert DeKeyser (University of Maryland, USA) Jean-Marc Dewaele (Birkbeck College, University of London, UK) Zoltán Dörnyei (University of Nottingham, UK) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań, Poland) Rod Ellis (Curtin University, Perth, Australia) Danuta Gabryś-Barker (University of Silesia, Poland) Carol Griffiths (University of Leeds, UK, AIS, Auckland, New Zealand) Rebecca Hughes (University of Nottingham, UK) Hanna Komorowska (University of Social Sciences and Humanities, Warsaw, Poland) Terry Lamb (University of Westminster, London, UK) Diane Larsen-Freeman (University of Michigan, USA) Barbara Lewandowska-Tomaszczyk (State University of Applied Sciences, Konin, Poland) Jan Majer (State University of Applied Sciences, Włocławek, Poland) Paul Meara (Swansea University, UK) Sarah Mercer (University of Graz, Austria) Anna Michońska-Stadnik (University of Wrocław, Poland) Carmen Muñoz (University of Barcelona, Spain) Anna Niżegorodcew (Jagiellonian University, Kraków, Poland) Bonny Norton (University of British Columbia, Canada) Terrence Odlin (Ohio State University, USA) Rebecca Oxford (University of Maryland, USA) Aneta Pavlenko (University of Oslo, Norway) Simone Pfenninger (University of Salzburg, Austria) François Pichette (TÉLUQ University, Quebec, Canada) Luke Plonsky (Northern Arizona University, USA) Ewa Piechurska-Kuciel (Opole University, Poland) Vera Regan (University College, Dublin, Ireland) Barry Lee Reynolds (University of Macau, China) Heidemarie Sarter (University of Potsdam, Germany) Paweł Scheffler (Adam Mickiewicz University, Poznań, Poland) Norbert Schmitt (University of Nottingham, UK) Michael Sharwood Smith (Heriot-Watt University, Edinburgh, UK) Linda Shockey (University of Reading, UK) Teresa Siek-Piskozub (Adam Mickiewicz University, Poznań, Poland) David Singleton (University of Pannonia, Veszprém, Hungary, Trinity College, Dublin, Ireland) Włodzimierz Sobkowiak (Adam Mickiewicz University, Poznań, Poland) Merrill Swain (Ontario Institute for Studies in Education, University of Toronto, Canada) Elaine Tarone (University of Minnesota, USA) Pavel Trofimovich (Concordia University, Canada) Ewa Waniek-Klimczak (University of Łódź, Poland) Stuart Webb (University of Western Ontario, Canada) Maria Wysocka (University of Silesia, Poland) KALISZ – POZNAŃ 2019 FOUNDING EDITOR AND EDITOR IN CHIEF: Mirosław Pawlak EDITORS: Jakub Bielak Achilleas Kostoulas Mariusz Kruk Aleksandra Wach © Copyright by Wydział Pedagogiczno-Artystyczny, UAM Poznań Proofreading: Jakub Bielak, Melanie Ellis, Achilleas Kostoulas, Mariusz Kruk, Aleksandra Wach Cover design: Joanna Dudek Typesetting: Piotr Bajak ISSN 2083-5205 eISSN 2084-1965 Published by: Department of English Studies Faculty of Pedagogy and Fine Arts, Kalisz Adam Mickiewicz University, Poznań Contact information: 62-800 Kalisz, ul. 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Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz Volume 9, Number 2, June 2019 http://pressto.amu.edu.pl/index.php/ssllt Contents Notes on Contributors ....................................................................255 Editorial .........................................................................................259 Articles: Alastair Henry – A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives ............ 263 Anne Huhtala, Anta Kursiša, Marjo Vesalainen – “This language still motivates me!” Advanced language students and their L2 motivation ..................287 Richard LaBontee – Questionnaire instrumentation for strategic vocabulary learning in the Swedish as a second language learning context ..... 313 Hezi Y. Brosh – Arabic language-learning strategy preferences among undergraduate students .................................................................. 351 Kim McDonough, Masatoshi Sato – Promoting EFL students’ accuracy and fluency through interactive practice activities ......................... 379 Jan Vanhove – Metalinguistic knowledge about the native language and language transfer in gender assignment ................................. 397 Book Reviews: Joanna Rokita-Jaśkow – Review of Janet Enever’s Policy and politics in global primary English ..................................................................... 421 Mirosław Pawlak – Review of Karin Richter’s English-medium instruction and pronunciation: Exposure and skills development ..................... 429 Notes to Contributors .....................................................................433 255 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz http://pressto.amu.edu.pl/index.php/ssllt Notes on Contributors Hezi Y. Brosh, PhD (Associate Professor, United States Naval Academy), is the first scholar to explore the influence of cognitive and affective variables on the learning of Arabic as a foreign language by Hebrew speakers. As an applied linguist, he fo- cuses on the teaching and learning of Arabic as a foreign language and has expertise in sociolinguistics, curriculum planning and design and development of teaching materials. He is the author of numerous conference papers, articles, and textbooks. ORCID ID: https://orcid.org/0000-0003-4881-425X Contact details: United States Naval Academy, Department of Languages and Cul- tures, 589 McNair Road, Annapolis, Maryland 21402-5030, USA, tel: 410-293- 5354 (brosh@usna.edu) Alastair Henry is Professor of Language Education at University West, Sweden. His research focuses on the psychology of language learning and teaching. With Zoltán Dörnyei and Peter MacIntrye, he is the coeditor of Motivational Dynam- ics in Language Learning (2015, Multilingual Matters), and with Martin Lamb, Kata Csizér, and Stephen Ryan, he is a coeditor of The Palgrave Macmillan Hand- book of Motivation for Language Learning (2020, Palgrave MacMillan). With Zoltán Dörnyei and Christine Muir, he cowrote Motivational Currents in Language Learning: Frameworks for Focused Interventions (2016, Routledge). ORCID ID: https://orcid.org/0000-0001-7789-9032 Contact details: University West, Division of Educational Science and Languages, Gustava Melins gata 2, 461 32 Trollhättan, Sweden (alastair.henry@hv.se) Anne Huhtala works as University Lecturer of Swedish at the University of Helsinki, Finland. Her present research interests include motivation, identity formation, L2 learning, and teacher education. She is also interested in the study of metaphors and in questions concerning evaluation in learning. She participates, for example, in the following research and development projects: MUMMI (Motivation-Usage- 256 Multilingualism-Multiculturalism-Identity), and Developing Pre-Service and In- Service Teacher Education. ORCID ID: https://orcid.org/0000-0001-5046-8187 Contact details: University of Helsinki, Department of Finnish, Finno-Ugrian and Scandinavian Studies, Unioninkatu 40, Helsinki, Finland (anne.huhtala@helsinki.fi) Anta Kursiša is University Lecturer of German at the University of Helsinki, Finland. Her research interests are foreign language acquisition in a multilingual context, reading comprehension and cross-linguistic influence and interaction, with a focus on German as a foreign language, as well as L2 motivation for languages other than English. She is mainly interested in exploring the perspective of learners. At present, she participates, for example, in the projects MUMMI (Motivation-Usage-Multilin- gualism-Multiculturalism-Identity), and Multilingualism and German in Finland. ORCID ID: https://orcid.org/0000-0003-1423-0635 Contact details: University of Helsinki, Department of Languages, Unioninkatu 40, Helsinki, Finland (anta.kursisa@helsinki.fi) Richard LaBontee completed his MSc in applied linguistics and second language acquisition at the University of Oxford, UK in 2012. He then taught and performed research at Niigata University of International and Information Studies, Japan be- fore being brought on as a doctoral candidate at the University of Gothenburg, Sweden, in Swedish as a second language in 2014. After receiving his doctoral de- gree in second language acquisition, he now works as an academic English lan- guage supervisor at the University of Gothenburg and maintains research inter- ests in language learning strategies and vocabulary acquisition. ORCID ID: https://orcid.org/0000-0001-5180-7005 Contact details: Göteborgs Universitet, Institutionen för svenska språk, 405 30, Gothenburg, Sweden (richard.la.bontee@svenska.gu.se) Kim McDonough is Professor and Canada Research Chair in Applied Linguistics at Concordia University. Her research interests include task-based language teaching, collaborative writing, and visual cues during interactive L2 use. ORCID ID: https://orcid.org/0000-0003-3165-9687 Contact details: Concordia University, 1455 de Maisonneuve Blvd W, Education Depart- ment, FG 6-151, Montreal, QC H3G 1M8 Canada (kim.mcdonough@concordia.ca) Mirosław Pawlak is Professor of English in the English Department, Faculty of Ped- agogy and Fine Arts of Adam Mickiewicz University, Kalisz, Poland, and Department 257 of Research on Language Learning and Teaching, Faculty of Philology, State Uni- versity of Applied Sciences, Konin, Poland. His main areas of interest are form- focused instruction, corrective feedback, pronunciation teaching, classroom inter- action, learner autonomy, learning strategies, motivation and willingness to com- municate. His most recent publications include Error Correction in the Foreign Language Classroom. Reconsidering the Issues (2015, Springer), Willingness to Communicate in Instructed Second Language Acquisition: Combining a Macro- and Micro-Perspective (with Anna Mystkowska-Wiertelak, 2017, Multilingual Matters), and several edited collections on learner autonomy, form-focused in- struction, speaking in a foreign language, classroom-oriented research and indi- vidual learner differences. He is Editor of the journals Studies in Second language Learning and Teaching and Konin Language Studies, as well as the book series Second Language Learning and Teaching, published by Springer. ORCID ID: https://orcid.org/0000-0001-7448-355X Contact details: Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, ul. Nowy Świat 28-30, 62-800 Kalisz, Poland (pawlakmi@amu.edu.pl) Joanna Rokita-Jaśkow, PhD, is Associate Professor of Applied Linguistics at Ped- agogical University of Cracow, Poland, where she holds a Chair for ELT. Her main research interests concern EFL teacher education and early foreign language learning. She is an author/editor of 6 books and over 40 articles in refereed journals and monographs on these topics. Her most recent book is titled: Early Instructed SLA: Pathways to Competence (coedited with Melanie Ellis, 2019, Multilingual Matters). She is a member of the AILA – REN network on early lan- guage learning, the convener of the International Conference on Child For- eign/Second Language Learning (2016, 2019) as well as the founder of postgrad- uate studies for pre-primary and primary educators of foreign languages at Ped- agogical University of Cracow. ORCID ID: https://orcid.org/0000-0002-6272-9548 Contact details: Pedagogical University of Cracow, Faculty of Philology, Institute of Neophilology, ul. Karmelicka 41, 31-128 Kraków, Poland (joanna.rokita-jaskow@ up.krakow.pl) Masatoshi Sato is Associate Professor in the Department of English at Univer- sidad Andrés Bello, Chile. His research interests include peer interaction, correc- tive feedback, learner psychology, professional development, and the research- pedagogy link. In addition to his publications in international journals, he re- cently coedited the: Peer Interaction and Second Language Learning (2016, John 258 Benjamins), The Routledge Handbook of Instructed Second Language Acquisition (2017, Routledge), and Evidence-Based Second Language Pedagogy (2019, Routledge). He is the recipient of the 2014 ACTFL/MLJ Paul Pimsleur Award. ORCID ID: https://orcid.org/0000-0001-7111-3406 Contact details: Universidad Andrés Bello, Department of English, Faculty of Ed- ucation & Social Science, Fernández Concha 700, Las Condes, Santiago, 7550000 (masatoshi.sato@unab.cl) Jan Vanhove is Senior Lecturer at the Department of Multilingualism at the Uni- versity of Fribourg, Switzerland. He has done research on receptive multilingual- ism and crosslinguistic influence between closely related languages, and collab- orates on projects at the Fribourg Institute of Multilingualism (e.g., on lexical richness, language aptitude, and heritage languages). He blogs semi-regularly about research design and statistics at http://janhove.github.io. ORCID ID: https://orcid.org/0000-0002-4607-4836 Contact details: University of Fribourg, Department of Multilingualism, Rue de Rome 1, CH-1700, Fribourg, Switzerland (jan.vanhove@unifr.ch) Marjo Vesalainen works as Senior Lecturer in University Pedagogy at the Centre for University Teaching and Learning at the University of Helsinki, Finland. Her present research interests lie in the areas of evaluation and assessment in teach- ing and learning, questions related to motivation, and teacher education. She is also interested in the study of learner language and L2 learning. She takes part, for example, in the following research projects: MUMMI (Motivation-Usage- Multilingualism-Multiculturalism-Identity), Developing Pre-Service and In-Ser- vice Teacher Education, and ARVI (Assessment Practices in Higher Education). ORCID ID: https://orcid.org/0000-0002-0055-0155 Contact details: University of Helsinki, Centre for University Teaching and Learn- ing HYPE, Unioninkatu 40, Helsinki, Finland (marjo.vesalainen@helsinki.fi)