Motivational drivers and emotions that students experience play an important role in the process of learning a new language (L2). This has been recognised by researchers and educators, and extensive research has been conducted in recent decades to examine the psychological and emotional factors involved in L2 learning. However, two ubiquitous…

The study intended to describe profiles of three achievement emotions (enjoyment, boredom, anxiety), their associations with each other and with control-value appraisals within the framework of the control-value theory. A total of 2002 Chinese university EFL students from 11 universities in China participated in the questionnaire survey.…

The present research aimed to explore the dynamic growth of two emotional constructs: foreign language enjoyment (FLE) and foreign language learning boredom (FLLB) among L2 learners. To do so, we used a method that would capture the inherent dynamicity of L2 learners' enjoyment and boredom during an EFL course. To this aim, a bivariate latent…

Language mindsets influence learners' behavior, motivation, and strategic approaches to studying a language. These mindsets impact how learners perceive control and value in achievement activities, which, in turn, affect their achievement emotions and ultimately their learning strategies and academic performance. This study investigates the…

While self-regulation (SR) in student and teacher interactions in online environments, foreign language enjoyment (FLE), and foreign language anxiety (FLA) are significant issues in the English as a foreign language (EFL) learning process, research on SR in student and teacher interactions in online environments seems scarce in the EFL research…

The relationship between foreign language anxiety (FLA) and foreign language enjoyment (FLE) experienced during a creative collaborative oral English-as-a-foreign-language task, and the relationships between FLE/FLA and task speech fluency were investigated. The task was performed by mid-intermediate/high-intermediate English learners (N = 43) in…

This study intended to explore the relations between 259 Turkish EFL students' L2 grit (i.e. the persistence of effort and consistency of interest) and boredom coping strategies (i.e. cognitive approach, behavioural approach, cognitive avoidance, and behavioural avoidance) as well as the moderating role of their emotion regulation strategies,…

This study aimed to (a) explore the perceived levels of English language self-efficacy, enjoyment, and anxiety among EFL learners and (b) test a hypothesized model investigating their interrelations and potential predictive effects on English Language Achievement (ELA). Using a quantitative, non-experimental correlational design, data were…

Studies remain controversial concerning how enjoyment, anxiety, and boredom relate to foreign language learning (FLL) achievement. There is an inadequacy of synthesis of factors addressing the debate on emotion correlations in the empirical results. Underpinned by the control-value theory (CVT) of achievement emotions, a meta-analysis is conducted…

In the realm of foreign language learning, emotions play a pivotal role, yet boredom remains a largely overlooked aspect, with scant research exploring its dynamics in classroom settings. Addressing this gap, this study delves into the Turkish English as a Foreign Language (EFL) context to investigate the multifaceted nature of boredom, examining…

The current study investigates how foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) and attitude/motivation (AM) of 360 learners of English, German, French and Spanish in a Kuwaiti university was shaped over the course of one semester by three teacher behaviours: frequency of using the foreign language (FL) in class,…

This study leverages the Stimulus-Organism-Response (S-O-R) framework to investigate the effects of teacher and technical support (TCHS) on learners' willingness to communicate (WTC) in artificial intelligence (AI)-enhanced English as a foreign language (EFL) contexts, considering the mediating effects of learners' artificial intelligence literacy…

This study explores the relationship between technology-based collaborative learning and learners' social regulation, academic emotions, and academic presentation. The researchers invited 695 English as a Foreign Language (EFL) students of different ages and learning backgrounds to participate in the research by questionnaire. The validated…

Given their easy accessibility and dual-channel model of content presentation, instructional videos have become a favoured tool for EFL vocabulary learning tool among many students. Teachers often use various nonverbal behaviours to elicit social reactions and guide learners' attention in instructional videos. The current study conducted three…

Background: The utilisation of video-dubbing tasks, wherein learners record their voices over video clips to practise pronunciation, fluency, grammatical accuracy, and vocabulary use, is relatively novel in the English language learning context. Exploring the effectiveness of video-dubbing tasks can lead to more innovative and effective speaking…