Incorporating mindfulness into education has been linked to improving academic, social and emotional learning. This article describes an investigation of the implementation of meditative practices in a foreign language setting (German). Two classes underwent distinct varieties of meditation: The count-to-ten method and the guided meditation…

The benefits of Generative Artificial Intelligence (GenAI) in enhancing second language (L2) learning are well established. However, these advantages can only be realised if learners are willing to adopt the technology. This study, grounded in the Theory of Planned Behaviour (TPB), investigated the factors influencing the behavioural intention to…

This dissertation study investigated how L2 doctoral students regulate their emotions upon receiving written feedback from their mentors. The study took a multiple-case-study approach that entailed stimulated recall of the feedback-reading and revision process. Three international doctoral students who were engaged in high-stakes writing in the…

Despite the growing recognition of the impact of affective factors on second/foreign language (L2) learning, there remains a paucity of knowledge regarding academic burnout in L2 learning. Moreover, the intricate interplay between L2 burnout, maladaptive emotion regulation strategies, and negative L2 emotions remains inadequately explored. Given…

Human agency theory has been known for more than two decades, but the applications in EFL learning are still insufficiently researched and the roles in enhancing English proficiency are still little explored. This study, thus, examined learners' agency in English learning and investigated the role in English proficiency. Using a quantitative…

This study investigates the role of emotion regulation strategies on achievement emotions among tertiary-level English as a Foreign Language (EFL) students. It also exMateplores the strategies employed by students to regulate these emotions. Employing a mixed-method sequential explanatory design, data was collected from forty-nine language…

Blended classroom assessment (CA) has become commonplace in the post-pandemic era, offering advantages but also presenting challenges for English as a Foreign Language (EFL) teachers. These challenges can impact teachers' emotional experiences, distinct from face-to-face or purely online environments. However, scant research exists on how EFL…

This nationwide mixed methods study investigated the relationships among self-regulation (S-R), emotional intelligence (EI), willingness to communicate (WTC), and reading comprehension ability of Persian foreign language (PFL) learners in Iran. Therefore, 141 non-Persian students, from 28 different countries studying at 12 universities across Iran…

Digital visual mapping to date has recently been implemented in an English Foreign Language (EFL) classroom. However, there is a growing need to implement this digital mapping tool within a strategic approach for more effective and self-regulated learning. This paper aimed to investigate the effects of Computer-Aided Argument Mapping (CAAM) within…

The article is devoted to the problem of self-directed learning of students of Language University. Self-organization is an integral characteristic of personality development. The authors studied the components of self-organization: self-assessment, some personal qualities, etc. Some peculiarities of self-organization of Language University…

This programme evaluation study examined the changes in writing motivation, self-regulation and integrated writing task scores of international students over the course of a pre-sessional course on English for academic purposes (EAP). In addition, the study also investigated the relationship between writing task motivation, self-regulation, and…

The present study investigated the interactions of trait emotional intelligence (trait EI), foreign language anxiety (FLA), and foreign language enjoyment (FLE) in the foreign language speaking classroom. Data collected from 274 Chinese postgraduate EFL learners showed that the subjects generally had medium to high scores on global trait EI; in…

Taking both personal and collaborative perspectives, the present study aims to sketch out emotion-bearing incidents during the practicum process over an extended period. Keeping in mind the significance of emotions in language learning and teaching, the present study aims, in particular, to see what emotions preservice EFL teachers (PSTs)…

Acquiring technological literacy and acceptance has a significant influence on academic emotion regulation (AER), academic resilience (AR), willingness to communicate (WTC), and academic enjoyment (AE), which are crucial for the success of university students. However, this area has not been adequately explored in research, particularly in the…

Background: The abrupt transition to virtual language learning environments due to the COVID-19 pandemic has brought considerable challenges to educational practices. In the context of foreign/second language learning and teaching, it has become more difficult to ensure that learners have the necessary engagement and motivation levels along with…