The purpose of the present mixed methods study was to investigate if enhancing Focus on Form (FonF) tasks with data-driven learning (DDL) affects English as a Foreign Language (EFL) learners' task motivation from the self-determination theory (SDT) perspective. Following a quasi-experimental comparison group pretest-posttest and sequential…

Despite the many critiques of views that categorise and simplify Chinese international students' use of memorisation as deficient or rote learning, these views persist. Using ethnographic methods to collect data over 18 months, this study identified the key practices employed by students as they negotiated their learning experiences in an…

Due to the 'global English bias' in the field of L2 motivation, many motivational constructs have been primarily investigated in relation to learners of English. One of these, international posture, has been recently found to hold some relevance to LOTE students. Despite this, no research has examined comparatively similarities and differences in…

Informed by a mixed methods research design, the study investigates the interrelations between students' attitudes toward English learning, English-medium instruction (EMI), and the use of their first language (i.e. code-switching) in relation to a range of biographic and contextual factors in their situated EMI programmes. The quantitative…

In the last ten years, positive emotion in foreign language learning has been increasingly investigated in many research areas, including Foreign Language Enjoyment (FLE). FLE has been defined as a positive emotion felt when an individual's psychological needs are met. This study investigates the relationship between perceived levels of Subjective…

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 responds to calls for more research on motivations for learning languages other than English (LOTEs) in the new era dominated by global English. In particular, it focuses on the role of societal contextual factors surrounding the status of English and the status of the LOTE as an L2/L3, as factors which may offer a more nuanced…

Directed Motivational Currents (DMCs) are highly intense goal-directed motivational experiences that are characterised by establishing new routines and having positive emotions. The present study aimed to identify the factors that triggered the launch of DMCs among EFL learners. An interview protocol designed based on the core dimensions of the…

This study investigated English first language (L1) speakers' motivation for learning Chinese as a second language (L2) in Australia and the links of underlying motivational components to learner sociobiographical (e.g. gender and reasons for learning) and language learning variables (i.e. experience abroad, hours of self-study, and speaking with…

The study intended to describe profiles of three achievement emotions (enjoyment, boredom, anxiety), their associations with each other and with control-value appraisals within the framework of the control-value theory. A total of 2002 Chinese university EFL students from 11 universities in China participated in the questionnaire survey.…

In the present study, we have explored language learning motivation, attitudes and exposition strategies in participants' L2 and FL in an attempt to adopt a multilingual view that better suits the complex sociolinguistic context of the Basque Country. The study includes 200 young multilinguals from the Basque Country. Most of them have Basque as…

This study investigated motivation in the context of L2 Chinese in the USA. A total of 120 college students took the survey and 27 of them participated in post-survey interviews. Through a mixed-methods design, the study captured interactions between motivation and the learning environment in the learning process. The results revealed six…

This study explores the effects of participation in short-term summer study abroad (SA) programmes in Spain on second language (L2) learners' attitudes towards Spanish. Both quantitative and qualitative findings indicate that participants' international experience improved their attitudes with regard to L2 learning. More importantly, participant…

The study examined the role of Chinese-Japanese cognate awareness in Japanese vocabulary acquisition among college Chinese learners of Japanese. Thirty-seven college-level students participated in this study and they completed a bilingual cognate awareness test which covered both crosslinguistic similarities and differences. In addition,…

The present study aimed to explore the potential moderating effect of foreign language anxiety (FLA) on the relationship between second language (L2) competence and willingness to communicate (WTC) in 129 Chinese study-abroad English learners in Belgium. Descriptive analyses revealed fairly low levels of FLA and high levels of WTC of the…