ScholarSpace

ScholarSpace is an open-access, digital institutional repository for the University of Hawaiʻi at Mānoa community. ScholarSpace stores the intellectual works and unique collections of the UH at Mānoa academic community and also provides a permanent web location for those accessing these resources.

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Recent Submissions

Distributed agency in AI-assisted L2 writing
(University of Hawaii National Foreign Language Resource Center, 2026-04-13) Chen, Pin-Hsi Patrick; Liu, Yichun
This longitudinal qualitative study examines distributed agency between human writers and generative AI in the context of L2 writing. Grounded in Bandura’s theory of agency, the study analyzes students’ written texts, reflective accounts, and AI interaction logs collected from Taiwanese university students. The findings indicate that human-AI distributed agency shapes the enactment of L2 writing across intentionality, forethought, self-reactiveness, and self-reflectiveness. Moreover, distributed agency both supports and constrains learners’ engagement, depending on how it is exercised.
Book Launch Roundtable (4/15/26)
(2026-04-15)
Spaces of Multilingualism Edited by Robert Blackwood & Unn Røyneland
(University of Hawaii National Foreign Language Resource Center, 2026-04-08) Farhan, Athil Khaleel
Beyond borders and screens in China: L2 motivation, digital literacy, and virtual intercultural experience in GenAI-mediated informal digital learning of English
(University of Hawaii National Foreign Language Resource Center, 2026-04-06) Zou, Minlin; Li, Meiqi; He, Xueyun
Against the backdrop of the rapid integration of generative artificial intelligence (GenAI) into informal digital learning settings, this study investigates how Chinese university English as a Foreign Language (EFL) students’ L2 motivation interacts with their digital literacy and virtual intercultural experience (VIE) to shape their participation in GenAI-mediated informal digital learning of English (GenAI-IDLE). This study surveyed 568 Chinese undergraduate EFL students and employed a structural equation modeling approach to analyze the data. The findings reveal that students’ ideal L2 selves and ought-to L2 selves positively and significantly predict their digital literacy and GenAI-IDLE, respectively. While their ideal L2 selves make a positive and direct impact on their GenAI-IDLE, their ought-to L2 selves do not predict their VIE. The results also demonstrate that students’ digital literacy mediates the relationship between L2 motivation and GenAI-IDLE. Their digital literacy and VIE jointly play a chain mediating role in the association between L2 motivation and GenAI-IDLE. However, their VIE fails to mediate the link between the ought-to L2 self and GenAI-IDLE. By elucidating the motivational, digital, and behavioral mechanisms in GenAI-mediated informal learning environments, this study extends the application of Self-Determination Theory within in GenAI-powered educational psychology and provides pedagogical implications.
Extensive Reading Outcomes for Adult Emergent Bilinguals in a Community-Based ESL Program
(University of Hawaii National Foreign Language Resource Center, 2026-04-03) Nguyen, Dung; González-Carriedo, Ricardo; Ng, Monica
This study investigated the effects of an Extensive Reading (ER) program on adult Emergent Bilinguals enrolled in a community-based ESL program in the United States. Using a quasi-experimental design, we examined pre and post test changes in reading, language, vocabulary, spelling, and language mechanics for a treatment group (n = 53) and a “business-as-usual” group (n = 43). Results from Wilcoxon signed-rank and paired-samples t-tests revealed significant gains for the treatment group in reading, language, language mechanics, and spelling, with moderate to large effect sizes. Vocabulary did not show significant improvement. These findings provide evidence that ER can support literacy-related language development among adult ESL learners outside formal academic settings. The study contributes to the ER literature by focusing on non-college adult ESL learners and highlights the value of ER for community-based programs.
Announcements and News
(University of Hawaii National Foreign Language Resource Center, 2026-04-01) SLRP Staff
Changing language program practices in community for sustainability
(University of Hawaii National Foreign Language Resource Center, 2026-04-01) Goertler, Senta; Rutemeyer, Mary Ellen
Identity, possible selves, and imagined communities in Spanish language classroom tasks
(University of Hawaii National Foreign Language Resource Center, 2026-04-01) Urzúa, Alfredo; Velarde, Gisselle; Woodard, Claudia
This study reports on the use of classroom tasks that rely on the notions of ‘possible selves’ (Markus & Nurius, 1986) and ‘imagined communities’ (Anderson, 1991) in both Spanish-as-a-foreign-language and Spanish-as-a-heritage-language classrooms. The tasks provided opportunities for students in these classrooms to share stories, real and imagined, focusing on topics such as family, education, and professional goals in order to connect past and present experiences with future aspirations. In addition, the tasks encouraged students to place themselves in imagined communities in which they interpreted and broadened their sense of identity. Results from each task are analyzed and discussed, with a focus on examining and comparing how foreign language and heritage language students reflect on their past and current identities and envision possible selves.
Towards a model of assessment competence in Finnish as a second language and literature teaching
(University of Hawaii National Foreign Language Resource Center, 2026-04-01) Vesaranta, Helena; Rättyä, Kaisu
This article proposes a descriptive model of assessment competence for teachers of Finnish as a Second Language and Literature (FSLL), addressing a research gap in subject-specific language assessment literacy within Nordic contexts. While existing frameworks, such as the teacher assessment literacy in practice (TALiP), provide general principles for teacher assessment literacy, they do not sufficiently account for multilingual environments or the unique challenges of second language learners. Our model integrates pedagogical content knowledge (PCK) with linguistic depth, emphasizing phonology, morphology, and syntax as critical components for FSLL assessment. It also incorporates the concept of assessment culture, highlighting the role of shared practices and collegial support within school communities. Drawing on theoretical foundations (Grossman, 1990; Xu & Brown, 2016) and Finnish curriculum guidelines, the model aligns with the Common European Framework of Reference for Languages (CEFR) principles and promotes functional language use. We argue that FSLL teachers require comprehensive subject knowledge and the ability to apply it in assessment practices that support learning, fairness, and equity. The model aims to guide teacher education and professional development, offering a framework for reflective practice and collaborative assessment culture. Future research should examine its applicability in classroom contexts and explore its potential adaptation to other languages.
Language teacher education through engagement in an educational escape room
(University of Hawaii National Foreign Language Resource Center, 2026-04-01) Egbert, Joy; Shahrokni, Seyed Abdollah
To fill a number of gaps in both the task engagement and language education literature, 25 international and multilingual graduate teacher education students in groups of 3 and 4 participated in a stand-alone, face-to-face educational escape room (EER). The purpose of the experience was to model facilitators of task engagement for in-service English teachers while supporting them in engaging in learning about and practicing comma use. This exploratory study employed pre- and post-test statistics of learning outcomes to complement descriptive data. Results support assertions in the literature that EERs can be engaging across learners and language content. Guidelines and implications for future EER development are provided, including ideas for how the next iteration of the EER might be designed more effectively and how additional rooms might be designed for language teacher education.