Research

My research deals with cognitive psychology of second language acquisition, relating to psychological mechanisms of how people acquire a second language (L2) and how the knowledge about the process and mechanism of learning can be applied to classroom instruction. I place the premium on practice, defined as “specific activities in the second language, engaged in systematically, deliberately, with the goals of developing knowledge of and skills in the second language” (DeKeyser, 2007, p.1).

Every time I ask during my classes or talks whether practice is necessary for L2 learning, everyone raises their hand. But when I ask whether anyone has ever wanted to research that question or investigate it more deeply, no one raises their hand. Why?

In my lab, we ask a wide range of questions revolving around the concept of practice in L2 learning. Here are just a few examples:

• How do people develop L2 skills through consistent practice?
  • Skill Acquisition Theory
• How can we teach to maximize the benefits of practice?
  • Retrieval practice, spacing, interleaving, contextualized practice, and more
• How can we increase the quantity and quality of practice?
  • Learner psychology (engagement, WTC, emotion, motivation), metacognitive instruction, LGC/TGC
• What do learners think about practice, and how can we improve it?
• How do the outcomes of practice relate to L2 skills?
• How does practice connect with other areas of L2 research?
  • Task-based language teaching (TBLT), language testing, interaction, vocabulary, pronunciation, pragmatics, and more

Skill Acquisition Theory

I subscribe to a theoretical approach conceptualizing L2 learning as a form of skill acquisition. Skill Acquisition Theory equates L2 learning and (general) skill acquisition in terms of learning processes (the underlying mechanisms) and products (how knowledge and performance develops such as accuracy and speed). The original conception of Skill Acquisition Theory (as applied to L2 learning) was formulated by Robert DeKeyser (e.g., DeKeyser, 1997), and my primary research tasks are to further develop, specify, and test the theory vis-à-vis L2 learning. In doing so, I draw on the existing models of (cognitive) skill acquisition (such as ACT-R, Instance Theory, CMPL-theory, etc.) as well as models of language learning, processing, and use (especially those from psycholinguistics) and (hope to) formulate models of L2 skill acquisition under Skill Acquisiton Theory.

Relevant work:

• Maie, R., & Godfroid, A. (2025). Testing the three-stage model of second language skill acquisition. Studies in Second Language Acquisition, 47(2), 617-649.
• Maie, R. & Godfroid, A. (2022). Controlled and automatic processing in the acceptability judgment task: An eye-tracking study. Language Learning, 72(1), 158–197.
• Maie, R., & Godfroid, A. (in progress). Second language skill acquisition under different instructional conditions.
• Maie, R., Komuro, R., Kabe, J., Kawazura, Y., & Jeong, H. (in progress). Investing the neural underpinning of second language skill acqusition.
• Maie, R., Uchihara, T., Wang, X., & Godfroid, A. (in progress). Automatizing second language vocabulary: A skill acquisition perspective.
  
  

Roles of Practice in L2 Learning and Teaching

In development.

Relevant work:

• Maie, R., & Uchihara, T. (2026). Maie, R., & Uchihara, T. (2026). Cumulative testing for learning spoken vocabulary. TESOL Quarterly.
• Maie, R., Oikawa, G., Chen, Y., & Uchihara, T. (2025). Vocabulary practice through testing: The role of retrieval practice and proficiency. TESOL Quarterly, 59(4), 1979-2008.
• Suzuki, Y., Maie, R., & Hui, B. (2025). Research timeline: Automatization in second language learning. Language Teaching.
• Maie, R., & Godfroid, A. (2023). A synthesis of L2 practice research: What is “practice” and how has it been investigated? In Y. Suzuki (Ed.), Practice and automatization in second Language research: Perspectives from skill acquisition theory and cognitive psychology. Routledge.