This study investigated L2 Korean speakers' self-assessment of speech comprehensibility and accentedness, including a conceptual replication of Trofimovich, Isaacs, Kennedy, Saito, and Crowther (2016, Experiment 1) and exploratory analyses of individual differences in self-assessment. L2 Korean speakers (N = 198) self-assessed their…

Researchers have agreed that language anxiety is situation-specific; however, whether existing instruments measure stable or transient components of this anxiety remains controversial. Therefore, this study examined language anxiety's trait stability and state variability. The results from synthesizing 21 test-retest correlations based on existing…

Foreign language learning in classroom settings has long been found to be associated with anxiety. Though it is known that sources of foreign language anxiety are varied, whether anxiety is related to learners' inherent beliefs about language learning is understudied. To this end, the present study examines the possible relationship between…

This study examined the level of L2 speaking anxiety among school teachers undertaking a master's degree at the International Islamic University Malaysia and sought to determine if the anxiety level would differ by gender, school location and teaching subject. A convenience sample of 290 teachers completed a 12-item survey on L2 speaking anxiety…

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…

Individual differences (IDs) play an important role in the second language learning process and explain the varied experiences of the L2 learner. The two major IDs, language aptitude and motivation, can be primary factors in one's ultimate proficiency. While language aptitude is largely fixed, motivation is malleable and can aid in overcoming…

A large body of research in Second Language Acquisition (SLA) is dedicated to the effects of individual differences among language learners. One commonly studied factor is self-efficacy, and its related subcomponents of foreign language anxiety and second language (L2) motivation. However, specific pedagogical interventions to either enhance or…

Second language (L2) educators have proposed a unique anxiety for general L2 learning and an anxiety specific to L2 reading. Since the early 1990s, the L2 anxiety concept has been challenged on theoretical and empirical grounds. In this investigation, U.S. high school L2 learners were administered the Foreign Language Reading Anxiety Scale (FLRAS)…

This present study investigated the relationships among L2 readers' reading attitude, reading strategy use, and reading proficiency in order to identify patterns caused by individuals' differences. For this study, 153 Korean university students replied to a reading attitude and reading strategy questionnaire. An ANOVA and frequency analysis were…

The present study was designed to examine the effects of short-term study abroad (SA) on learners' L2 anxiety, international posture, and L2 willingness to communicate (WTC). To this end, the SA experience of 69 L2 learners in four different SA programmes was investigated. The data were obtained from participant questionnaires, which were…

Research has shown that prompting learners to elaborate on the appropriateness of form-meaning links can be an efficient vocabulary learning exercise (Deconinck, Boers & Eyckmans, 2017). In this paper we wish to shed more light on the mental processes that occur during this specific elaborative task by investigating the influence of individual…

Ambiguity tolerance and perceptual learning styles are the two influential elements showing individual differences in EFL learning. This research is intended to explore the relationship between Chinese EFL learners' ambiguity tolerance and their preferred perceptual learning styles. The findings include (1) the learners are sensitive to English…

The present study used the mixed Rasch model (MRM) to identify subgroups of readers within a sample of students taking an EFL reading comprehension test. Six hundred and two (602) Chinese college students took a reading test and a lexico-grammatical knowledge test and completed a Metacognitive and Cognitive Strategy Use Questionnaire (MCSUQ)…

The article reports the findings of a retrospective study which looked at Hungarian learners' attitudes towards Russian people, the Russian language and teachers of Russian. Mixed-methods sequential explanatory design (Ivankova, Creswell, & Stick, 2006) was applied which combines the collection and analysis of quantitative and qualitative data…

This paper reports the first investigation in the second language acquisition field assessing learners' implicit attitudes using the Implicit Association Test, a computerized reaction-time measure. Examination of the explicit and implicit attitudes of Arab learners of English (N = 365) showed that, particularly for males, implicit attitudes toward…