Latent Profile Analysis for the Investigation of Emotional Factors in Second Language Acquisition | ||
| جستارهای زبانی | ||
| Article 5, Volume 16, Issue 1 - Serial Number 85, 1404, Pages 87-113 PDF (494.5 K) | ||
| Document Type: مقاله مروری - تحلیلی | ||
| DOI: 10.48311/LRR/lrr.2025.16187 | ||
| Authors | ||
| Li Ren* ; Shaidatul Akma Adi Kasuma | ||
| School of Languages, Literacies and Translation, Universiti Sains Malaysia, 11800 USM, Penang, Malaysia | ||
| Abstract | ||
| Exploring L2 affective variables requires innovative research analytic approaches that can adequately address the complexity and dynamicity of the variables. Not always can the normality of distribution and linearity of relationships be assumed. Neither can the homogeneity of variance be always met. Latent profile analysis (LPA) is suggested to deal with the heterogeneity of data and non-linear relationships. It allows for hypothesis testing and model testing to tackle the ergodicity issue in second language acquisition (SLA) research from a person-centered approach. LPA, which primarily serves to classify a population or sample into several sub-groups, can be effectively employed in SLA research to classify L2 teachers or learners in terms of the different positive and negative emotions (e.g., enjoyment, boredom, anxiety, etc.) they experience while learning a foreign or second language. A classroom-based L2 learning experience occurs interactively with several personal and contextual variables involved. The relationship between any single affective variable can hardly be conceived as linear. Thus, LPA holds promises for dealing with these non-linear relations and provides insightful information about the profiles of learners or teachers concerning a particular affective variable. The purpose of this conceptual analysis is to provide a review of the basic tenets of LPA and to explain how it can contribute to the exploration of emotional variables in SLA. By identifying distinct emotional profiles, the study offers guidance on tailoring instructional strategies to address the specific emotional needs of language learners, thereby enhancing the effectiveness of language acquisition interventions. | ||
| Keywords | ||
| affective variable; ergodicity issue; latent profile analysis; person-centered approach; Second language acquisition | ||
| References | ||
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