In this paper, we report a longitudinal study of the effects of procedural task repetition on learners' task performance (i.e., syntactic complexity in relation to lexical complexity). We investigated how task repetition results in differences at the group and individual level across each task interval (T = 7). Intermediate-level Saudi learners of…

This study examines how listening comprehension difficulties (LCDs) vary among college-level learners of English as a Foreign Language (EFL), with a focus on the roles of gender and language proficiency. Listening comprehension is an essential component of language learning, presenting notable challenges for EFL students. These challenges are…

The burgeoning field of third language (L3) acquisition has increasingly focused on intermediate stages of language development, aiming to establish the groundwork for comprehensive models of L3 learning that encompass the entire developmental sequence. This article underscores the importance of a robust epistemological foundation, advocating for…

Psychological variables remain a much under-investigated sub-category of individual differences (IDs) compared with cognitive ones. The present paper aims to gain a better understanding of the psychological effects of bilingualism by investigating national identity (NI), a socio-psychological construct, based on big data, that has rarely been…

This cross-sectional study addresses for the first time the non/linear association between individual learner differences of social, proficiency-related, and socioaffective nature (length of residence [LoR], varietal proficiency, exposure, and socioaffect) and differential outcomes in L2 sociolinguistic repertoires against the backdrop of the…

The notion that digital games can be effectively employed as tools for learning and teaching has steadily been gaining traction among educational theorists and researchers, with numerous empirical studies pointing to the potential benefits of games for skill and knowledge development. However, a solid understanding of learners' attitudes and…

This article reports a qualitative case study on the translanguaging practices of Vietnamese English-as-a-foreign-language (EFL) educators and explores the mechanisms behind individual differences in their practices through an integrative cultural-historical activity theory perspective. Data were collected through semi-structured interviews,…

While English medium instruction (EMI) programs proliferate around the globe, research on students' motivation and engagement (ME) in EMI remains underrepresented. Informed by a multidimensional conceptualization of ME as interconnected, this study employed an adapted Motivation and Engagement Scale to examine university students' ME in EMI…

This study aims to investigate the nature of phonological awareness in young L3 learners, and the extent to which it changes over time as L2 and L3 learning progresses. Two groups of 12 closely matched multilinguals (total= 24, aged 12-13), who shared their L2 (English) but their L1/L3 (German/Polish) were mirrored, mimicked L2 and L3 accents in…

The undeniable importance of reading in higher education prompted this investigation into the reading skills of a group often overlooked in previous research: master's level students studying in English-medium instruction (EMI) environments. Participants (148 master's-level students of engineering) completed the Nelson-Denny Reading Test (Form G),…

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…

Recent research on second or additional language (L2) pragmatics instruction in study abroad has incorporated the technique of encouraging students to gather data about pragmatics, for example, by asking members of the host country to complete questionnaires, practice using pragmatic features, or answer questions about pragmatics (e.g., Hernández,…

The study investigated the effect of task complexity (TC) on second language (L2) learners' affective responses and writing performance and how these were modulated by cognitive and affective individual difference (ID) factors. A total of 412 Chinese 8th-grade English-as-a-foreign-language learners completed a working memory (WM) test, a scale…

In the peer feedback literature the topic of students' enjoyment is largely unexplored, and attention to the emotional differences between feedback givers and receivers is unbalanced. To address this gap, the present study examined the enjoyment differences of Chinese graduate students (N = 32), performing consecutively the role of feedback givers…

Performing a stay in a country where the L2 is the official language can provide the perfect immersion for L2 development (traditional study abroad). In the case of English learners, internationalization and the role of English as a lingua franca make it unnecessary to perform the stay in an English-speaking country. Hence, an increasing number of…