This study explores the relationship between the experience of confusion and the outcomes of Chinese character learning by learners of Chinese as a heritage language (CHL). Based on the claim that impasses triggering confusion can lead to deeper learning of conceptually difficult material, the study employed three impasse-driven tasks. The tasks…

Dynamic shifts of language learners' willingness to communicate (WtC) have been investigated in a number of studies with a view to establishing the impact of various cognitive, affective, social and contextual factors. Looking into such influences in the context of a language classroom gives an opportunity to identify variables that might remain…

At a time when languages in universities are under pressure, community-based learning language courses can have many positive benefits: they can increase interest in language learning, they can foster greater engagement with learning, and they can encourage active learning, creativity and teamwork. These courses, which link the classroom and the…

The research reported here explored how students' use of language learning strategies (LLS) was affected by their academic major. The data were collected by asking students to keep a four-week diary, and then the findings were examined within the model of learning developed by Biggs. An analysis of diary entries showed that, although there were…

This study aims to highlight aspects of difficulty encountered by Chinese as a Foreign Language (CFL) learners and to explore the factors underlying these aspects. Data were gathered through a Chinese Language Learning Difficulty Survey from 164 CFL learners, mostly in British higher education. The survey data provided useful exploratory findings.…

Focuses on the connection between students' learning styles and preferences and draws a distinction between learning and cognitive style. Six major styles are outlined: deep/surface/strategic approach, holist/serialist, converger/diverger, concrete/abstract/, reflective/active, and solitary/social. Further research is recommended. (23 references)…

Describes an experience of introducing a "Records of Achievement" scheme in university extramural language courses. The article discusses the effectiveness of existing teaching/learning styles and examines the way in which records of achievement could foster autonomous learning. Student reaction to recording progress as a means of sustaining…