This study was conducted with two goals in mind: (1) to explore the mediating roles of L2 enjoyment as a positive emotion and L2 anxiety as a negative emotion in the relationship between Informal Digital Learning of English (IDLE) and L2 willingness to communicate (L2 WTC) in an exam-oriented EFL context, and (2) to further examine whether gender…

This study examined the motivation level of struggling English learners in China and explored the link between motivation and their English achievement. Furthermore, this research dug into the moderation effect of teacher-student relationships on this link based on attachment theory and self-determination theory. Struggling students (n = 14,531)…

Given the recent attention to language-domain-specific grit in the field of SLA and the scarcity of research on the antecedents of L2 grit, we proposed a model that links L2 learners' basic psychological needs (BPN) (i.e. autonomy, competence, and relatedness), L2 grit (i.e. perseverance of effort (PE) and consistency of interest (CI)), and L2…

Using a positive psychological framework, Broaden-and-Build Theory, we investigated whether and how positive and negative emotions (affective factors) and cognitive flexibility are related to flourishing. Participants are 151 bilingual adults from diverse backgrounds enrolled in a local community college. Results showed that both positive and…

This study aimed to examine grit and its components (i.e. perseverance of effort and consistency of interest) in the foreign language (L2) classrooms by investigating its relations to personal best goals, L2 emotions (i.e. enjoyment and anxiety) and L2 achievement. We further examined whether grit could predict L2 achievement when other constructs…

This study examines the potential roles of self-guides (ideal L2 self/outght-to L2 self), enjoyment, and gender in language achievement. A total of 727 Chinese high school students participated in this study and data were collected through a questionnaire survey. Path analysis showed that ideal self was positively related to both enjoyment and…

This study was set to prepare and validate the Achievement Emotions Questionnaire-Foreign Language Class (AEQ-FLC) for use in the context of English as a foreign language (EFL). The AEQ is largely used and validated with different cohorts of students in different domains. However, despite its need for valid measurement instruments to serve the…

The effects of positive emotions on learners' achievement and well-being highlight the need to delve into foreign language enjoyment (FLE) in different contexts and from different perspectives. This study uses Q methodology to explore English as a Foreign Language (EFL) learners' subjective perspectives regarding FLE during a period of online…

Existing studies on language learner emotions mainly focus on Foreign Language Anxiety (FLA) and Foreign Language Enjoyment (FLE). They are primarily conducted in offline learning settings. This paper reports the empirical findings of an exploratory investigation conducted in a fully synchronous online learning environment for "ab…

Education for multilingual Physics students in South Africa still has a monolingual bias despite such pedagogy being repeatedly identified as the key factor in students' academic underachievement in the subject. The paper reports on the pivotal role language plays in the comprehension and subsequent academic performance of students in science…

The influence of (trait) emotional intelligence (TEI) on academic achievement has been documented in literature, while its influence in the specific domain of L2 learning remains underexplored. The link between EI and negative emotions especially anxiety has been studied in different contexts including applied linguistics. However, it remains…

This qualitative study investigated the impact of online education on the learning and peer interaction experiences of students from eight universities in Hong Kong over the COVID-19 pandemic in 2020. It employed an expansive and spatial notion of translanguaging to explore the process by which students drew on the affordance of virtual…

Building on research that has demonstrated the benefits of Dual-Language Bilingual Education (DLBE) programmes on students' bilingual, academic, and cross-cultural development (Lindholm-Leary and Hernández 2011), this study examines the links between dual language proficiency and competence in elementary students enrolled in a Cantonese DLBE…

This study investigated the family language policy of second-generation Turkish immigrant families in the Netherlands by exploring their language ideologies, practices, and management strategies. Using an ethnographic approach, data were collected through a set of observations and interviews with 20 families. Transcriptions of interviews and memos…

English as an additional language (EAL) and language diversity attract much interest amongst policymakers and educationists; yet little is known about the performance in English schools of EAL pupils who are not fluent in English and speak different languages at home. The findings of the aggregated data confirm that EAL pupils achieved less well…