Psychological Network Analysis

Here is a list of L2 studies using psychological network analysis. [Last Updated: November 22, 2024]

• Freeborn, L., Andringa, S., Lunansky, G., & Rispens, J. (2023). Network analysis for modeling complex systems in SLA research. Studies in Second Language Acquisition, 45(2), 526–557. https://doi.org/10.1017/S0272263122000407

• Fridman, C., Livni, A., Bar On, S., & Meir, N. (2024). Modeling lexical abilities of heritage language and L2 speakers of Hebrew and English in Israel and the United States: A network approach. Frontiers in Psychology, 15, 1331801. https://doi.org/10.3389/fpsyg.2024.1331801 

• Ito, T. (2020). The influence of networks of general trust of willingness to communicate in English for Japanese people. Scientific Reports, 10, 19939. https://doi.org/10.1038/s41598-020-77108-9

• Ito, T. (2021). The influence of psychological network on the willingness to communicate in a second language. PLoS ONE, 16(9), e0256644. https://doi.org/10.1371/journal.pone.0256644

• Ito, T. (2021). The influence of socio-ecological networks on willingness to communicate in English for Japanese people. Frontiers in Psychology, 12, 580448. https://doi.org/10.3389/fpsyg.2021.580448

• Kashimura, Y. & Hiromori, T. (2024). Second language learning from the perspective of the motivation-engagement wheel. KATE Journal, 38, 43–56.

• Kim, J.-E., & Hwang, Y. (2024). How are personality factors connected to EFL learners' oral performance? A psychological network analysis. System, 127, 103516. https://doi.org/10.1016/j.system.2024.103516 

• Lu, A., Liu, S., & Chen, W. (2024). Perceived usefulness of English (L2) learning apps and language mindset mediated by flow and motivation intensity: A serial mediation model and a network analysis. Interactive Learning Environment. Advance online publication. https://doi.org/10.1080/10494820.2024.2375637 

• Garcés-Manzanera, A. (2024). Mapping motivational networks in EFL: Exploring the impact of additional L2 lessons. Language Teaching Research Quarterly, 42, 188–208. https://doi.org/10.32038/ltrq.2024.42.11 

• Meir, N. (2023). Individual differences in bilingual child language acquisition: A plunge into a complex and dynamic network. Journal of Child Language, 50(4), 827–831. https://doi.org/10.1017/S0305000923000016

• Paradowski, M. B., & Jelińska, M. (2023). The predictors of L2 grit and their complex interactions in online foreign language learning: Motivation, self-directed learning, autonomy, curiosity, and learning mindsets. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2023.2192762

• Saqr, M., Viberg, O., & Peteers, W. (2021). Using psychological networks to reveal the interplay between foreign language students' self-regulated learning tasks. In O. Viberg, J. Mynard, W. Peeters, & M. Saqr (Eds.), Harnessing the Potentials of Technology to Support Self-Directed Language Learning in Online Learning Settings (STELLA 2020), Stockholm, Sweden (pp. 12–23). https://ceur-ws.org/Vol-2828/article_2.pdf

• Terai, M., & Mikami, R. (2024). Motivation for English learning in engineering university students: Using exploratory factor analysis and psychological network analysis. LET Journal of Central Japan, 34, 43–54. https://doi.org/10.20656/letcj.34.0_43 

• Udry, I., & Berthele, R. (2024). Young learners' academic self-concepts for L2/L3 French and English. International Journal of Multilingualism. Advance online publication. doi.org/10.1080/14790718.2023.2301094 

• Vermeiren, H., & Brysbaert, M. (2024). How useful are native language tests for research with advanced second language users? Bilingualism: Language and Cognition, 27(1), 204–213. https://doi.org/10.1017/S1366728923000421 

• Wang, X., & Hui, L. (2024). Buoyancy and engagement in online English learning: The mediating roles and complex interactions of anxiety, enjoyment, and boredom. System, 125, 103418. https://doi.org/10.1016/j.system.2024.103418 

• Wang, Y., Wang, N., & Shen, B. (2024). A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies. Studies in Second Language Learning and Teaching, 14(3), 421–451. https://doi.org/10.14746/ssllt.35845 

• Zalbidea, J., Pascual y Cabo, D., Loza, S., & Luque, A. (2023). Spanish heritage language learners' motivational profile in the postsecondary classroom: Insights from the psychological network modeling. Studies in Second Language Acquisition, 45(4), 979–1003. https://doi.org/10.1017/S0272263123000025