The Impact of Virtual Exchanges on the Development of Sociolinguistic Competence in Second Language Spanish Learners: The Case of Voseo
Bibliographic record
Abstract
This study investigates how sociolinguistically informed instruction and virtual exchanges affect the use of the second-person singular pronouns (usted, tú, and vos) by adult second language learners of Spanish enrolled in a third-semester course at a four-year college. The results from written contextualized tasks and oral discourse completion tasks show that participants who engaged in virtual exchanges with native speakers from Guatemala, Honduras, and El Salvador (experimental group) significantly improved their use of vos compared to those who did not participate in these exchanges (control group). Both groups increased their use of tú and vos over time, with notable differences between written and oral tasks. These findings provide empirical support for incorporating virtual exchanges into language learning curricula, demonstrating their effectiveness in teaching regional dialectal features such as voseo. Additionally, by focusing on the often-overlooked regionally variable pronoun vos, this study enriches the existing literature on Spanish language instruction and opens new avenues for research on dialectal variation and sociolinguistically informed pedagogy.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".