Given the growing attention directed to emotions and non-cognitive variables in second language (L2) learning, numerous researchers have examined these constructs in English as a foreign language (EFL) contexts. To contribute to this research agenda, this study aimed to test a model of L2 boredom based on mindfulness, grit, and academic buoyancy.…

This paper aims to examine language learning strategies and learning styles among EFL Moroccan undergraduate university students. It also investigates the interrelationships between learning strategies and academic achievement. The sample consisted of (N= 294) EFL undergraduate university students, enrolled in the Department of English Language at…

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…

With the advent of positive psychology, the role of positive emotions has received more attention. This study explores the relationship among teacher-and-peer support, mindfulness, and positive academic emotions in EFL learning among non-English majors in China. The results reveal that teacher-and-peer support and mindfulness positively predict…

This study examines the correlation between language skills, Self-efficacy, Achievement Motivation and SelfRegulated Learning, in predicting Academic Achievement in higher education. The study addresses the critical problem of low Self-efficacy, Achievement Motivation, and Self-Regulated Learning, which has been linked to poor Academic…

The study investigated the effect of metacognitive learning strategies on academic performance in English language among students in public secondary schools in Kenya. The study adopted Solomon four-group experimental design. The participants comprised 283 Grade 11 students from four public secondary schools. The study utilised a modified…

Recent investigations have suggested that both metacognition and emotions play important roles in second language (L2) learning. However, the majority of these studies focused on negative emotions, such as anxiety, or considered high school or university students, neglecting primary school age students, which is frequently the starting period in…

The aim of this research is to determine the influence of students' English for Specific Purposes (ESP) classroom anxiety and self-efficacy on their achievement. The research is exploratory, based on a quantitative approach and systematic non-experimental observation. The research results show that ESP self-efficacy is negatively correlated with…

Metacognitive monitoring is a significant predictor of academic achievement and is assumed to be related to language competencies. Hence, it may explain academic performance differences between native and non-native speaking students. We compared metacognitive monitoring (in terms of resolution) between native and non-native speaking fourth…

Despite the significance of grit and motivational regulation strategies (MRS) to language learning, limited research has been conducted on their longitudinal interplay. The present study explores the relationship between these two constructs in an English as a second language (L2) learning context through a longitudinal design. This study utilizes…

This study explored changes in English language proficiency and several non-linguistic factors during four years of English medium instruction (EMI) in two academic disciplines in a Turkish university setting. Moreover, it also investigated whether changes (if any) had a predictive impact on the academic success of EMI students. In addition,…

Mindfulness has received increased attention recently in educational contexts as a tool helping students mitigate negative emotions, enhance resilience, reduce classroom anxiety, and improve academic performance. Although interventions that teach mindfulness principles have flourished in elementary school and university contexts, limited research…

The increase in popularity of Generative Artificial Intelligence Chatbots, or GACs, has created a potentially fruitful opportunity to enhance teaching English as a Foreign Language (EFL). This study investigated the possibility of using GACs to give EFL students metalinguistic guidance (MG) in linguistics courses. Language competency gaps, a lack…

In this study, the researcher investigated the impact of social, metacognitive, and cognitive strategies on developing learner autonomy in foreign language learning. 150 EFL students participated in this study. In the selection of the participants, a simple random sampling technique was used. The aim of this study was to find the relationship…

This study investigates the relationship between depth of academic vocabulary knowledge and academic success among Saudi English-as-a-foreign-language university students. Fifty fourth-year university students majoring in English completed a vocabulary depth test, the Word Associates Test (WAT), based on the Academic Word List (AWL). Then,…