Second language development can be viewed as a complex and dynamic process in which learners follow non-linear trajectories and develop their language over a period of time (Larsen-Freeman, 2006). Intrinsic to the view of Complex Dynamic Systems Theory (CDST), a system is composed of hierarchical, interdependent subcomponents (learner, learner…

From a complex dynamic systems (CDST) perspective, language is understood as a dynamic system comprised of subsystems that change and develop over time in response to learner-internal and -external factors (Verspoor et al., 2008). Accordingly, language development is seen as a process responsive to the dynamic interaction between the learner and…

A growing body of evidence demonstrates that individual differences in declarative memory may be an important predictor of second language (L2) abilities. However, the evidence comes from studies using different declarative memory tasks that vary in their reliance on verbal abilities and task demands, which preclude estimating the size of the…

Emotions can influence online teaching and learning, according to existing studies. PERMA theory enjoys great fame in both positive psychology field and English foreign language context since it was proposed by Seligman, which includes five domains, namely positive emotions, engagement, relationship, meaning, and achievement. Although there is a…

This study explores the correlation between technology utilization and language acquisition while analyzing the impact of moderating variables on this relation. Our meta-analysis approach analyzes data from 43 extracts out of 19 primary studies published between 2012 and 2021. Our data analysis employs a random-effect model utilizing a…

This study investigated the relationships between two vocabulary learning strategies (guessing from context and dictionary use) and two aspects of vocabulary knowledge (receptive and productive vocabulary knowledge). One hundred and thirty-five university students in Japan completed a vocabulary learning strategies survey, the Updated Vocabulary…

The acquisition of communicative competence in second and foreign languages requires the incorporation of verbal and non-verbal elements. Notwithstanding, few studies have performed empirical research into the acquisition of non-verbal signs. This research studies the learning of emblematic gestures for students of Spanish in the USA using an…

The current research aimed to examine the relationships among three key aspects of the language learning process, namely, foreign language boredom (FLB), English language engagement (ELE), and academic buoyancy (AB), utilizing data collected from 2,992 Chinese language learners. In order to strengthen the accuracy and robustness of the results, we…

The key to successful language learning depends on the extent to which learners are self-regulated in learning a second or foreign language (L2). In this process, learners' perceptions and beliefs about their abilities play a crucial role in predicting or controlling positive or negative emotions, motivation and the use of strategies. Therefore,…

The purpose of this study is to reveal the relationship between the formal and non-formal foreign language education skills of prospective teachers and their professional competency levels. The research was conducted using a descriptive survey model. The sample consists of 273 prospective teachers studying in the first to fourth years of foreign…

Flow is an intrinsic motivational state associated with full task engagement, positive affect, and enhanced performance. While research has examined how different language tasks interact with flow experiences, no study has examined learner flow experiences in a wide range of tasks using an experience sampling method to determine how universal…

Research examining rule formation and second language (L2) explicit knowledge during guided inductive instruction has focused on co-constructed metalanguage or depth of processing (DoP) using think-aloud protocols, but without analyzing rule features. Studies have not focused on the architecture of the rules that L2 learners create individually.…

Well-being emerges as a pivotal driver influencing student success, a recurrent theme in existing literature highlighting its integral role in education, particularly in the context of online learning. Consequently, the current study scrutinizes university students' perceptions of their well-being and explores factors affecting their happiness in…

This review paper explores the role of individual differences in second language vocabulary learning, focusing on three key factors: out-of-class exposure (e.g., viewing TV, playing video games and listening to songs), strategic vocabulary learning, and motivation. Individual differences significantly impact vocabulary learning, making it crucial…

The use of machine translation has become a topic of debate in language learning, which highlights the need to thoroughly examine the appropriateness and role of machine translation in educational settings. Under the theoretical framework of task-technology fit, this explanatory case study set out to investigate the predictive role of machine…