If oral communication in a second language (L2) is considered a skill to be prioritized, it is also particularly anxiety-provoking for L2 learners. This is why their willingness to communicate, predicted in particular by the emotions experienced, has been the focus of recent studies to examine its evolution and factors likely to interact with it.…

The socio-educational model suggests that social milieu influences individual characteristics, which in turn affect engagement in learning contexts, ultimately impacting linguistic and non-linguistic outcomes. Operationalized representations of the model tend to focus on relations among integrativeness, attitudes to the learning situation,…

Drawing from (Dörnyei's, The Psychology of the language learner: Individual differences in second language acquisition, 2005) L2 Motivational Self System, this case study delved into the L2 learning motivations of liberal arts and science English majors at a transnational university in China, where English Medium Instruction (EMI) is prevalent.…

The current study focuses on the effect of the target language on learner emotions and attitudes/motivation. More specifically, it investigates whether the status and prestige of English results in more positive learner emotions and attitudes/motivation compared to less prestigious languages other than English (LOTE). Statistical analyses of a…

The present study explored how negative emotional orientations (i.e., anxiety, boredom, and demotivation) may contribute to English as a foreign language (EFL) learners' willingness to communicate (WTC) in in-person and online classes. In doing so, a total of 290 university students majoring in English were recruited to fill in a set of scales.…

Building on the control-value theory, the present study examined the independent and joint predictive effects of three emotions--enjoyment, anxiety, and boredom--on L2 achievement over time. The participants of the study were a group of junior secondary English learners in rural China, a population that has hitherto never featured in L2 learning…

The present study aimed to explore the association between 302 (93 males and 209 females) English as a foreign language (EFL) learners' perceived teacher support (i.e., personal support and academic support) and their reading motivation. This inquiry also sought to assess the potential mediating influences of second or foreign language (L2)…

This volume offers a rich overview of current research and teaching strategies for the integration of technology into language teaching and learning. It introduces the Planning, Personalization and Implementation (PPI) methodological framework to support educators in engaging with the theoretical foundations and innovative practices that should…

Grit is among the individual difference (ID) variables that have recently come to the attention of researchers investigating second language acquisition. While some empirical evidence has been accumulated, it is clearly scant and limited, also because of the fact that many studies have looked into domain-general grit rather than this attribute as…

Despite rich insights that the experience of Global South countries like the Philippines could offer in understanding emerging trends in SLA research, i.e. learning languages other than English (LOTEs), studies conducted in this context are few and far apart. The study explored the motivations and emotions of 389 Filipino learners of LOTEs who…

Relatively few studies in the field of second language acquisition have undertaken to investigate the interrelationships of constellations of individual difference variables. This is certainly true of how complexes of ID factors impact motivation to learn an additional language. In order to address this gap, the paper reports a study that examined…

Indonesian aviation cadets' complex and multi-faceted tasks have directed them to exhaustion and less learning focus. Their motivation and self-efficacy in learning Aviation English are hampered so their anxiety dominates. This hypothetical cause and effect enforce the present study to describe their motivation, anxiety, and self-efficacy in…

Many previous studies have identified "foreign language anxiety" and "motivation" as two important areas of applied linguistics. This study aims to evaluate the pertinent literature with also providing new information and justifications in past studies on learning anxiety and motivation. In this paper, the first section…

The aim of this study is to examine the effects of extended micro-teaching practices on foreigners' views on motivation, anxiety and process of learning Turkish. In the study, an exploratory sequential design, one of the mixed research designs in which quantitative and qualitative research techniques are used together, was applied. The study…

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…