Listening comprehension results are affected by various individual difference factors. This study aimed to examine the relationship between metacognitive awareness, listening anxiety, and EFL listening comprehension. To this end, data from the Metacognitive Awareness Listening Questionnaire (MALQ), Foreign Language Listening Anxiety Scale (FLLAS),…

Studying Latin in secondary education is still widespread in Europe and believed to result in cognitive benefits, even beyond the linguistic domain. In this study we explored the relation between such study and later academic achievement in higher education (N = 1,898). First, we demonstrated that Latin students exhibit increased levels of study…

Language mindsets influence learners' behavior, motivation, and strategic approaches to studying a language. These mindsets impact how learners perceive control and value in achievement activities, which, in turn, affect their achievement emotions and ultimately their learning strategies and academic performance. This study investigates the…

This study investigated motivation in the context of L2 Chinese in the USA. A total of 120 college students took the survey and 27 of them participated in post-survey interviews. Through a mixed-methods design, the study captured interactions between motivation and the learning environment in the learning process. The results revealed six…

While self-regulation (SR) in student and teacher interactions in online environments, foreign language enjoyment (FLE), and foreign language anxiety (FLA) are significant issues in the English as a foreign language (EFL) learning process, research on SR in student and teacher interactions in online environments seems scarce in the EFL research…

This study re-examines the role of working memory (WM) in aural/oral comprehension among English as a Foreign Language (EFL) college students, building upon previous research (Aldosari & Mekheimer, 2018). The investigation aims to determine the predictive relationship between working memory span and both reading and listening comprehension…

Despite the large quantity of research projects about online learning, studies on students' language learning motivation, self-efficacy belief, and metacognitive strategy use in the online learning setting are limited. The present paper aims to fill this gap through assessing learners' metacognitive strategies, language learning motivation,…

In spite of the proliferation of research studies on vocabulary knowledge, investigating the relationship between self-regulation, vocabulary size, and collocational knowledge among English as a Foreign Language (EFL) learners has received scant attention. The current study aimed to investigate whether vocabulary and collocation size can explain…

Research on integrated writing tasks is increasing, while there is a paucity of empirical findings on graph-based writing, as one type of these tasks. The present study purports to examine the contribution of L2 writing anxiety to university students' graph writing performance and the strategies they employ for these tasks. The participants of…

This research study aimed to explore the speaking anxiety of Turkish learners of English as a foreign language (EFL) and its relation to EFL speaking self-efficacy, fear of negative evaluation (FNE), self-perceived English speaking proficiency, and gender. 293 (132 females, 161 males) university-level EFL students completed the EFL speaking…

Background: Behavioural intention (BI) has been predicted using other variables by adopting the technology acceptance model (TAM). However, few studies have examined whether BI can predict learning performance. Objectives: The present study used an extended TAM to investigate whether students' BI is a predictor of their listening learning…

The present longitudinal study examined the changes in foreign language reading anxiety and its predicting effects on Chinese university students' reading English performance. The 29-item Foreign Language Reading Anxiety Scale (FLRAS), a background questionnaire and a reading quiz were administered to two intact classes of an English Reading…

Focused on the effects of different type of feedback on learners' written products, research on written corrective feedback (WCF) has cast second language writers as passive recipients rather than proactive agents in the feedback process. Revisiting the notion of WCF, this study introduces the notion of feedback-seeking behavior (Ashford &…

Research addressing the relationship between vocabulary knowledge and second language (L2) listening comprehension has been conducted mostly using measures that tap orthographic vocabulary knowledge. The few studies that have used measures that tap phonological modality to delineate the relationship between vocabulary and L2 listening have focused…

In the context of language instruction and learning, willingness to communicate (WTC) is an important factor in learners' language use. It is viewed as a volitional process influenced by individual, social, linguistic, and situationally dependent factors. Foundational research focused on trait and state WTC-influencing factors as separate…