Over the years, various views on second language teaching and learning have sprouted and have been the focus of discussion in academic fora and research. Especially notable is the major shift in perspective which is focused on the development of a more empirical approach to the teaching and learning of a second language (L2) (Nunan, 2010). Because of this, genuine explosion in the number of data-based studies in the field has been remarkably noted. These studies include new ways of addressing concerns and issues by looking critically into the nature of the second language, that is, in this...