Super fascinating. Here are my takeaways and connections to this finding: 1) How is the complexity mediated by use of online grammar correctors, google translate, etc.? I know that when I read instagram in Swedish, I often resort to "Show translation" to better understand the context of a post, and further, have been known to screenshot stories, translate them via google picture, and then take my questions to a native speaker if I am still stumped. I would venture to guess that all of these "fingertip" translator tools are used in the other direction as well - does that contribute to better writing and more complexity? And, even if so, what if that doesn't matter, and they are learning while they look things up? I know it strengthens my short-term learning and attention when I have to really investigate meaning... 2) I DO 100% agree with the idea that having students not only write about themselves but write for an audience of peers that they want to communicate with will strengthen their English. This touches on harnessing emotion to create the motivation to learn, and I am all about finding ways to do that.

Is anyone else wondering which social media sites, specifically, they used in this study? I am curious enough that I plan to seek it out and read it. I am a user, for both work and personal reasons, of instagram, twitter, facebook, and tiktok, and only two of those are really conducive to writing - Facebook and Twitter - but neither of those seem very kid/young adult friendly. Maybe they are on a blog platform, tumblr, or an internal discussion type board? All of these would have very different implications for the "safe, familiar online space" that they mention in the findings. I love the idea though and definitely see how it would be something to add to the toolbox!

Yes to touch! There is an ever-growing body of research that connects touch, gesture, and movement to learning for language learners - and ALL students, not just kinesthetic ones. And this isn't just about TPR - adding touch creates a different neural pathway to activate and store memories and connections for new vocabulary, pronunciation, and even concepts. I have been reading and learning about this a lot - here is one article if anyone is interested: Atkinson, D. (2010). Extended, embodied cognition and Second Language Acquisition. Applied Linguistics, 31(5), 599-622.

This is so important for EVERY AGE beginner learner classroom! Collaborating with their other teachers to create routine and shared signals, words, even gestures for common classroom situations and questions will help to make students feel that they belong there and know the "insider" information about how to navigate (and further, take responsibility for) their own learning. I can't believe how many language classes I have had as an adult - French, Spanish, German, and Swedish, where the teacher doesn't go over "basic" things, like how to ask "How do I say this in _?" or even, "Excuse me, I have a question". I wonder if it would be possible to research in multiple language classes with multiple ages and then develop a somewhat universal framework for what "classroom welcoming hygiene" practices work to start students off in a successful direction. This is one thing where that first impression can affect students' social and self-esteems in a way that can't easily be undone - I want to learn to do it right!

100% yes on this idea, but using the house party may not be the best example of how to create a less-anxiety-filled situation for students, especially social anxiety-prone ones. The affective filter is one of Krashen's ideas that is being borne out in lots of current research, though not described as such - in fact, I just attended a video conference on Mind, Brain, and Language Education, where two of the speakers (one that I saw) presented on this way that stress and emotions actually shut down and impair student learning by reducing cognitive resources like attention, retrieval, and working memory. Fascinating stuff! But one takeaway that resonated with me in a more practical sense is that not only is this internal to students' neurology, it is a shared, collective state - teacher's mindset and other students' mindsets and emotional states also can influence each other. So setting up a situation in class where there is a collective enhancement of the "good" emotions (rather than stress, anxiety, embarrassment, etc) is key to good language teaching. Some ways to do this? I think adapting to students' interests, giving plenty of time for spoken activities, encouraging meaningful interactions is a start. I am eager to learn more!

I think this is another case of Krashen's theories being well-meaning, but lacking in specific research and practice methodology, and strongly worded ("demands") in a way that allows for wildly differing interpretation and application. If students at any age are not speaking in English classrooms, often they are not speaking English ever - we are a very divided country where neighborhoods can be monolingual for the most part, and heritage languages dominate the home space for learners. So if students are not talking, that means the teacher is doing or controlling all of it, and that in itself is another de-motivator - or honestly, encourages the extrinsic.

I know, though, that the goal is a less anxiety-filled experience for students, and I believe that part of it is critically important. More on that in my other comment!