Description: Low-educated learners make up a large, yet vulnerable population in the world today (Unesco 2004). Little is known about the second language acquisition process of these learners, but there are reasons to assume that it differs from that of higher-educated learners (Kurvers 2015; Bigelow et al. 2012). This project aims to investigate the impact of explicit and implicit feedback on oral proficiency gains in adult L2 learners with reduced schooling and limited print literacy (LESLLA learners), both in a controlled environment and a classroom context. In order to be able to correctly measure the uptake and learning gains, the project also focuses on determining the validity of measurement instruments for tracking gains in LESLLA learners. The research addresses a significant gap in ISLA literature, as most studies on language acquisition rely on data from highly educated participants. Additionally, it has the potential to benefit effective teaching practices for low-educated migrants.
Promoter(s): Bart Deygers , Marieke Vanbuel
Researcher(s): Emma Maes
Faculty / Faculties: Faculty of Arts and Philosophy
Period of time: 2024 - 2028