Binary Response Analysis in Second Language Acquisition Research

Abstract

This study investigates binary response patterns in second language acquisition research using questionnaire-based data collected from English as a Foreign Language (EFL) learners. The study focuses on major SLA variables including motivation, classroom participation, language anxiety, learning strategies, and perceptions of teacher support. Second Language Acquisition (SLA) research has increasingly incorporated quantitative methods to examine learners’ responses, behaviors, motivation, anxiety, and classroom participation. Among these methods, binary response analysis has become a practical statistical approach for analyzing categorical responses such as “Yes/No,” “Agree/Disagree,” or “True/False.”The data were analyzed descriptively using percentages and frequency distributions to identify dominant learner tendencies. The findings indicate that most learners demonstrated positive attitudes toward English learning, high participation in classroom activities, and strong motivation to improve language proficiency. However, a considerable number of learners also reported anxiety when speaking English publicly. The study highlights the usefulness of binary response analysis in identifying learner tendencies and simplifying quantitative interpretation in SLA contexts. The findings contribute to language teaching practices by offering practical insights into learners’ attitudes and behaviors in EFL classrooms.