This paper reports on a study that investigates the impact of learning multiple foreign languages on learners' social emotional competence development as mediated by the number of foreign languages and the recency of the learning experience. A questionnaire survey that involved 465 Chinese learners of foreign languages was administered that…

The significance of the body in learning and speaking a foreign language is an under-researched topic in a field characterized by a strong focus on cognition and sociolinguistics. This paper is designed to contribute to a newly emerging line of inquiry addressing the move away from the pure linguistic approach towards a more humanistic…

Despite an increasing number of studies that explore language learning beyond the classroom (LBC), research examining LBC activities in relation to in-class learning is very limited. This paper investigates what kinds of LBC activities university students of Chinese and Japanese in Australia engage in and how they connect these activities to…

Students' perceived teacher support (SPTS) is considered crucial to students' learning. But most existing SPTS scales were developed for the field of general education, and there is a lack of studies that attempt to develop a tailored scale specifically for the context of EFL learning. This study interviewed 86 Chinese college EFL learners and…

The purpose of this hermeneutic phenomenological study was to understand the lived experiences of foreign language anxiety or xenoglossophobia, for college students enrolled in foreign language courses at The Southern University. The topic was guided by Krashen's theory of second language acquisition, as it relates to many aspects of the actual…

Videoshadowing is a synchronous video-collaboration practice for learning foreign languages and cultures; it is related to the field of digital ethnography applied to the development of communicative competence. The study discusses this methodology's strengths as an interpretative and reflective approach; emic perception linguistic data are…

While extensive research has been conducted on L2 motivation in the Hungarian context, more studies need to be focused on international students beginning to learn Hungarian while studying in Hungary. This article offers an explanatory investigation into the motivational dispositions influencing the learning of Hungarian as a second language (L2)…

The process of any language learning is a complex construction of objectives. Any goal is influenced by internal or external factors such as motivation, culture, previous experiences, attitudes, etc. This study aims to recognize and understand the distinct learners' attitudes during their learning progress. This research is conducted as a case…

Previous research has proposed a crucial role for critical experiences in language learning to better understand how learners understand and discursively construct their self-concept (Mercer, 2011, 2016; Serafini, 2020a; Thompson, 2020). However, studies have mainly explored critical experiences in the narratives of foreign language learners of…

Students' emotional engagement in the context of second language and foreign language classrooms can be seen as a multidimensional construct to include cognitive, behavioral, social, and emotional dimensions of engagement. In Applied linguistics research, however, the term "engagement" is shared intuitively and optimally for language…

The abrupt transition from face-to-face (F2F) to online learning during the COVID-19 pandemic impacted students' learning experiences in many ways. This survey-based study investigated the perceptions of 117 university students enrolled in beginner, intermediate, and advanced foreign language courses (French, Italian, Portuguese, Spanish) of their…

If maximal exposure were the key to success in language learning, then adult learners at the university level would be doomed to fail. Not only are they presumably too old to learn additional languages effectively, but target language (TL) input appears to be insufficient, especially when other languages are allowed in class. Nevertheless,…

This study aimed to examine the effect of incorporating the generative pre-trained AI chatbot, ChatGPT, into an instructor-led writing class on the motivation of Japanese university students. This study examines changes in students' Ideal L2 Self, Ought-to L2 Self, and L2 Learning Experience using Dörnyei's L2 Motivational Self System (L2MSS)…

Three experiments explored how retrieval practice and corrective feedback affect a third language (L3) vocabulary learning. In the first two experiments, Chinese-English bilinguals without prior French language experience studied English (Second Language, L2)--French (L3) word pairs in repeated studying or retrieval practice without (Experiment…

As Chinese shows both satellite- and verb-framed properties (Slobin, 2004; Talmy, 2012, 2016), it provides a unique lens through which to observe the extent of first-language (L1) typological influence in second language (L2) acquisition of motion expressions. This study has dual purposes. First, it extends Wu's (2016) investigation on motion…