Tripp Strawbridge | Santa Clara University (original) (raw)

Address: Saint Paul, Minnesota, United States

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Papers by Tripp Strawbridge

Research paper thumbnail of Interactional patterns in the online language classroom: a quantitative analysis across proficiency levels and lesson types

Computer Assisted Language Learning, Nov 28, 2023

Research paper thumbnail of The impact of multilingualism and proficiency on L2 vocabulary knowledge: contrasting high and low multilinguals

International journal of multilingualism/˜The œinternational journal of multilingualism, Feb 13, 2024

Research paper thumbnail of The effect of “at home” network communication, off-site travel, and extracurricular activity on longitudinal social network development in study abroad

Research paper thumbnail of The relationship between social network typology, L2 proficiency growth, and curriculum design in university study abroad

Studies in Second Language Acquisition

This study utilizes social network analysis to characterize a typology of study abroad sojourner ... more This study utilizes social network analysis to characterize a typology of study abroad sojourner experience, detailing the relationship of social experience types to second language (L2) proficiency growth and study abroad program design. In contrast with previous research, the study performs a quantitative analysis of structural and compositional network features to identify a typology of social networks. Participants were 30 L2 Spanish learners from five US-based semester-long university study abroad programs in Spain. Social network data were collected using a social network questionnaire, while L2 development was measured through an elicited imitation task. Results identify four prominent social network patterns, characterized by varying levels of Spanish language use, emotional proximity to contacts, frequency of interaction, contact status as program peer or host community member, and network cohesion. L2 proficiency development was significantly affected by these patterns, wh...

Research paper thumbnail of The Big Picture: A Same-Writer Bilingual Analysis of L1 English-L2 Spanish Written Syntactic Complexity

University students enrolled in upper-level foreign language classes who have started their forei... more University students enrolled in upper-level foreign language classes who have started their foreign language study in high school or university (henceforth L2 speakers) are called to produce academic writing that demonstrates a level of critical thinking and analysis equal to that of the work they are assigned in their first language (L1). At the same time, these L2 speakers may not always be held to the same linguistic standards as in their L1; indeed, linguistic proficiency has been cited as a defining difference between L1 and L2 writing (Silva, 1993). But while we have some evidence of general outcomes in proficiency for these learners, many questions remain to be answered concerning a variety of measures of syntactic complexity. Syntactic complexity is defined as the “range and the sophistication of grammatical resources exhibited in language production” (Ortega, 2015, p. 82), and can be accounted for in a number of ways (e.g., mean length of T-unit, mean length of clause, clau...

Research paper thumbnail of Modern language: Interaction in conversational NS-NNS video SCMC eTandem exchanges

This study investigates the interaction of native speaker–non-native speaker (NS-NNS) dyads engag... more This study investigates the interaction of native speaker–non-native speaker (NS-NNS) dyads engaged in conversational interaction as part of a video-based synchronous computer mediated communication (VidSCMC) eTandem language program. Previous work has indicated certain advantages of NNS-NS conversational interaction for language learning (e.g., Nakahama et al., 2001); however, this potential has not been tested empirically for interaction in voice-based synchronous computer mediated communication (SVCMC) platforms, despite their growing popularity among language learners (Yanguas & Bergin, 2018). Participants were 18 university students (9 L1 English-L2 Spanish; 9 L1 Spanish-L2 English) taking part in a VidSCMC eTandem language partnership between two universities, in the United States and Mexico. Building on previous interactionist work on synchronous computer mediated communication (SCMC), language related episodes (LREs) were analyzed for quantity, trigger type, initiator, react...

Research paper thumbnail of Lasting effects of pre‐university language exposure on undergraduate proficiency

Research paper thumbnail of The writing of Spanish majors: A longitudinal analysis of syntactic complexity

Journal of Second Language Writing

Research paper thumbnail of Interactional patterns in the online language classroom: a quantitative analysis across proficiency levels and lesson types

Computer Assisted Language Learning, Nov 28, 2023

Research paper thumbnail of The impact of multilingualism and proficiency on L2 vocabulary knowledge: contrasting high and low multilinguals

International journal of multilingualism/˜The œinternational journal of multilingualism, Feb 13, 2024

Research paper thumbnail of The effect of “at home” network communication, off-site travel, and extracurricular activity on longitudinal social network development in study abroad

Research paper thumbnail of The relationship between social network typology, L2 proficiency growth, and curriculum design in university study abroad

Studies in Second Language Acquisition

This study utilizes social network analysis to characterize a typology of study abroad sojourner ... more This study utilizes social network analysis to characterize a typology of study abroad sojourner experience, detailing the relationship of social experience types to second language (L2) proficiency growth and study abroad program design. In contrast with previous research, the study performs a quantitative analysis of structural and compositional network features to identify a typology of social networks. Participants were 30 L2 Spanish learners from five US-based semester-long university study abroad programs in Spain. Social network data were collected using a social network questionnaire, while L2 development was measured through an elicited imitation task. Results identify four prominent social network patterns, characterized by varying levels of Spanish language use, emotional proximity to contacts, frequency of interaction, contact status as program peer or host community member, and network cohesion. L2 proficiency development was significantly affected by these patterns, wh...

Research paper thumbnail of The Big Picture: A Same-Writer Bilingual Analysis of L1 English-L2 Spanish Written Syntactic Complexity

University students enrolled in upper-level foreign language classes who have started their forei... more University students enrolled in upper-level foreign language classes who have started their foreign language study in high school or university (henceforth L2 speakers) are called to produce academic writing that demonstrates a level of critical thinking and analysis equal to that of the work they are assigned in their first language (L1). At the same time, these L2 speakers may not always be held to the same linguistic standards as in their L1; indeed, linguistic proficiency has been cited as a defining difference between L1 and L2 writing (Silva, 1993). But while we have some evidence of general outcomes in proficiency for these learners, many questions remain to be answered concerning a variety of measures of syntactic complexity. Syntactic complexity is defined as the “range and the sophistication of grammatical resources exhibited in language production” (Ortega, 2015, p. 82), and can be accounted for in a number of ways (e.g., mean length of T-unit, mean length of clause, clau...

Research paper thumbnail of Modern language: Interaction in conversational NS-NNS video SCMC eTandem exchanges

This study investigates the interaction of native speaker–non-native speaker (NS-NNS) dyads engag... more This study investigates the interaction of native speaker–non-native speaker (NS-NNS) dyads engaged in conversational interaction as part of a video-based synchronous computer mediated communication (VidSCMC) eTandem language program. Previous work has indicated certain advantages of NNS-NS conversational interaction for language learning (e.g., Nakahama et al., 2001); however, this potential has not been tested empirically for interaction in voice-based synchronous computer mediated communication (SVCMC) platforms, despite their growing popularity among language learners (Yanguas & Bergin, 2018). Participants were 18 university students (9 L1 English-L2 Spanish; 9 L1 Spanish-L2 English) taking part in a VidSCMC eTandem language partnership between two universities, in the United States and Mexico. Building on previous interactionist work on synchronous computer mediated communication (SCMC), language related episodes (LREs) were analyzed for quantity, trigger type, initiator, react...

Research paper thumbnail of Lasting effects of pre‐university language exposure on undergraduate proficiency

Research paper thumbnail of The writing of Spanish majors: A longitudinal analysis of syntactic complexity

Journal of Second Language Writing

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