This study examines the relationship of achievement emotions to academic performance and to learning styles in English as a Foreign Language (EFL) learners, a largely unexplored area of research. Employing a quantitative research design, 300 participants from the Applied College at a public university completed an adapted version of the…

The present study is among the first to investigate how three foreign language (FL) emotions, namely FL enjoyment (FLE), anxiety (FLCA), and boredom (FLB), are related to each other. It is the first study to consider how the three FL emotions are shaped by one learner-internal variable (attitude toward the FL), by two perceived teacher behaviors…

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…

There is a considerable amount of research investigating the impact of variables such as age, gender, and cognitive ability on second language acquisition. In second language acquisition, besides such individual variables, equal importance should be given to the social demographic variables. Therefore, it is crucial to direct this focus towards…

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…

The current study examined a multiple mediator model based on the control-value theory. A sample of 433 Chinese junior middle school students participated in questionnaires assessing teacher-student relationships (TSRs), academic emotions, academic value (AV), and academic self-efficacy (ASE). English test scores were collected as an indicator of…

Background: The impact of digital gamified language learning on language achievement has been corroborated in the literature; however, its impact on language achievement, especially in the English as a foreign language (EFL) context needs further investigation. In addition, the related literature has not sufficiently confirmed the impact of…

Purpose: Despite the acknowledged benefits of digital storytelling in fostering language development, investigations into its cognitive and affective dimensions in English-as-a-Foreign-Language (EFL) education, especially concerning high and low achievers, have been scarce. This study, therefore, aimed to scrutinize the effects of multimodal…

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…

As a personality trait, 'grit' has been defined as a combination of perseverance and passion for long-term goals. Past research in social psychology has found grit as an important predictor of success across different populations in various academic and non-academic areas. Since successful mastery of a second language (L2) is highly dependent on…

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 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 modified the dualistic model of passion, adding composite passion and general passion. The study aimed to determine the levels of passion for learning English of English majors, affirm whether passion for learning English changes over the course of time, and investigate to what extent passion for learning English can predict English…

This qualitative study aimed at exploring the Afghan university EFL instructor's and students' perspectives on the role of Anglo-emotionality (native speakerism + emotion) in students' English language achievements. Further, what the Afghan EFL instructors and students think about native speakerism and the language to be taught by a native…

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…