Purpose: The aim of this paper is to explore the importance of individual learner differences and the effect differentiated instruction (DI) has on learners' levels of engagement. Design/methodology/approach: The author carried out this research using a small-scale action research (AR) study. Findings: The findings suggest that in acknowledging…

Despite undeniable advances in research on language learning strategies in the last several decades, empirical investigations of actions and thoughts that learners engage in to better understand and use grammar structures in different contexts, or grammar learning strategies (GLS), remain scarce. Moreover, there is a paucity of studies examining…

This study investigates persuasive strategies used in the writings of Iranian university students in the field of teaching English as foreign language (TEFL). The study utilized the 7 principles of persuasive strategies presented by Cialdini (The psychology of persuasion, Quill William Morrow, New York 1984; Pre-suasion: A revolutionary way to…

This study investigated how students' self-reported individual differences predicted second language (L2) spoken discussion task output, an objective behavioral outcome, in the Japanese university English as a Foreign Language (EFL) context. Although numerous psychological theories are used as a rationale for task-based language teaching (TBLT),…

Task-based language teaching and interaction are facilitative contexts for instructed second language acquisition and include abundant opportunities for learners to receive authentic input, engage in negotiation for meaning and pushed output, and to receive feedback and direct attention to linguistic features (Goo, 2019, p. 247). Individual…

This paper aims to report on Chinese college students' emotions in English as a foreign language (EFL) speaking classrooms, including the trajectory of their emotions, and their perceived impacts of these emotions on their performances in class. Through conducting a case study among 12 Chinese college students and qualitatively analyzing the…

Writing different forms of text at different levels for responding satisfactorily to issues in the academic community is important. Thus, this paper examines the statistical differences between tertiary students' academic writing skills in different disciplines and at three different levels. We use a quantitative approach and descriptive design to…

This study investigated the extent to which second language (L2) learners benefited from proactive form-focused instruction (FFI) targeting French grammatical gender attribution and the degree to which L2 learners' attention control and working memory predicted their learning gains. A total of 102 L2 learners received either proactive FFI…

This study examines the production of third language (L3) German consonant clusters by 26 L1 Cantonese-L2 English bilinguals, with the aim of uncovering the possible cross-linguistic influences on L3 pronunciation. Learners' production of 17 onset and 21 coda German consonant clusters were auditorily analysed with respect to accuracy and error…

Research suggests that individual differences in additional language learning may play a more important role in taxing situations when learners are confronted with unfamiliar or difficult tasks. However, studies to date have mostly focused on second language (L2) learners/bilinguals, while individual differences within multilingual populations…

This article explores the proficiency variance among English as a Foreign Language (EFL) learners based on my research findings from Indonesian and Thai universities. Key variables influencing English learning outcomes include individual differences, learning emotions, and technology integration. Fostering learner agency--encompassing…

This research article on feminism gives an account of the interaction between a female teacher and her students at a public university in Tunja, Colombia. The study aims to evidence features of feminism within an English as a foreign language classroom by analyzing the transcriptions of the teacher's discourse using the Feminist Poststructuralist…

Flow, a subjective state of optimal engagement and immersion, is characterized by a balance of perceived challenges and skills, interest, attention, and a sense of control (Csikszentmihalyi, 1990). Investigating flow in language learning can provide valuable insights into effective learning processes and contexts (Egbert, 2003). Self-regulated…

Frequent language exposure and use are among the most important conditions for successful language learning, whether in classrooms, during study abroad, or in other informal contexts. Research probing exposure and usage often relies on one-off self-report questionnaires in which participants estimate their typical level of language exposure over…

Millions engage in learning a Second Language (L2) using their mobile devices with a wide range of success. Concomitantly, there exists a growing interest in research on the effects of mobile-assisted language learning and predictors of learner outcomes (e.g., Loewen et al., 2020; Sudina & Plonsky, 2023). However, few of these apps and studies…