In this meta-analysis, we examined the average correlations (weighted for sample size and corrected for measurement error) between the varied types of motivation specified within self-determination theory (SDT) and second language (L2) achievement. We also conducted moderator analyses to explore whether these relationships are influenced by age,…

In this study, 96 world language teachers in the state of Georgia completed a survey regarding their delivery of instruction in the target language. While ACTFL (2010, 2021) recommends using the target language 90% or more of the time to deliver instruction, only 20% of the world language instructors who were surveyed reported doing so. According…

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…

Background: Augmented reality can provide a 3D virtual experience, widely used in modern education. However, the impact of these applications on the underdeveloped tribal community has yet to be investigated. To our knowledge, no markerless augmented reality application has been developed especially for learning the language of the Bodo tribe.…

Academic self-concept (ASC) is a student's self-perceived level of ability in an academic domain and a major factor involved in academic performance. We examined the importance of internal/external sources of evaluation for the structure of L2 and L3 ASCs in two groups of 5th/6th graders learning English and French in Switzerland (mean age: 12.1).…

Background: High academic anxiety is associated with poor academic performance. One proposed mechanism of this association is that academic anxiety promotes learning avoidance behaviours, which in turn hinders students' opportunities to learn and grow. However, this proposition has not been thoroughly examined, particularly in afterschool learning…

This paper examines evidence for relationships among individual differences (IDs) in L1 achievement, L2 aptitude, and L2 achievement. It begins by providing an overview of my academic journey from L1 educator to L2 researcher and explains the development of the Linguistic Coding Differences Hypothesis (LCDH). Next, I review Peter Skehan's…

This study investigated the levels of heritage language anxiety (HLA) and major language anxiety (MLA) experienced by three generations of Korean immigrants (i.e. first, 1.5 and second generations) in their daily life contexts (i.e. with family members, with friends and with/around native speakers) in Australia. The study also examined the…

The present meta-analysis aimed to explore the correlates of listening comprehension in first (L1) and second language (L2). In this regard, the overall average correlation scores, obtained from several primary studies retrieved from several databases, between linguistic (vocabulary size, vocabulary depth, syntactic knowledge), cognitive (working…

The COVID-19 pandemic has provided second language (L2) learners with additional challenges regarding how to obtain an enjoyable experience while achieving a better learning attainment. Despite a growing body of studies that substantiated the predictive effect of grit, foreign language enjoyment (FLE), and foreign language classroom anxiety (FLA)…

Elevated levels of anxiety have been associated with students' poor academic performance. Research on domain-specific anxiety patterns in reading has demonstrated that reading anxiety is associated with, yet distinctive from, general anxiety. Reading anxiety is an unpleasant emotional reaction experienced by students when reading; it is a specific…

Assessing language skills in an integrative form has drawn the attention of assessment experts in recent years. While some research data exists on integrative listening/reading-to-write assessment, there is comparatively little research literature on listening-to-speak integrated assessment. Also, little attention has been devoted to the role of…

Intellectual humility (IH) involves a certain degree of selflessness and an accurate view of one's own worth and abilities. To date, IH has not been explicitly researched as a variable in the study of foreign language (FL) learning. The present mixed-methods study aims to explore possible links between FL learners' IH and their foreign language…

The present study explores the relationship between Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) and a number of teacher-centered variables within the Spanish classroom context. Participants were 210 former and current learners of English as a foreign language (EFL) from all over Spain who filled out an online…

The study focused on the attitudes of Turkish and foreign students' attitudes towards English language, and their English speaking anxiety. The study adopted case study research design based on quantitative data. The participants were 140 High School Students (70 Turkish, 70 foreign) at Turkish International Schools in Saudi Arabia, and were all…