This study uses a novel framework based on work by Shipstead, Harrison, and Engle (2016) that includes measures of both working memory capacity and fluid intelligence in an attempt to better understand the processes that influence successful reading comprehension at the latent level. Further, we extend this framework to a second educationally…

Individual differences (IDs) have long been considered one of the most important factors explaining variable rates and outcomes in second language acquisition (Dewaele, 2013). While traditional operationalizations of IDs have, explicitly or implicitly, assumed that IDs are static traits that are stable through time, more recent research inspired…

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…

Differentiated instruction (DI) has received extensive attention in general teacher education. Little research, however, has specifically focused on language teachers' understanding of DI, particularly the developmental trajectory of their understanding. The present study, framed within and informed by sociocultural theory, investigated EFL…

Language learning strategies (LLS) research began in the mid-1970s with the main idea of individual differences in learning a foreign language focusing primarily on the characteristics of a good language learner. In the literature review, the use of LLS has been reported to have a positive influence on proficiency. The goal of this research is to…

Individual differences factors (IDs) play significant roles in second language (L2) learning. Compared to the general field of SLA, however, little is known in the L2 writing domain regarding the influence of learner factors in L2 writing achievement. Therefore, in this study, I aimed to extend the IDs research in L2 writing by closely examining…

Researchers and educators in the field of second language acquisition (SLA) have long been interested in the role of corrective feedback (CF) in language teaching and learning (Cohen, 1975, 2018; Ellis, Loewen, & Erlam, 2006). The main goal is to explore how to provide CF, the kind of feedback to provide, when, and by whom in order to…

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…

The purpose of this study was to explore whether or not English learners (ELs) have the same annual rates of reading progress as non-EL counterparts in Grades 1 through 3 when accounting for beginning-of-the-year reading levels, economic disadvantage, and classroom effects. Though significant differences between ELs and non-ELs were found,…

This research paper seeks to determine learner autonomy level in relation to incidental vocabulary acquisition (IVA), out of the realization of both concepts as prominent factors in language learning in general, and English for Specific Purposes (ESP) in particular. The paper particularly aims at examining the influence of participants', medical…

Spanish-speaking students constitute the largest subgroup of emergent bilingual (EB) students in the United States. Using longitudinal data on a nationally representative sample of Spanish-English EBs, we explore profiles of English reading trajectories and how early individual differences (i.e., early Spanish reading and English oral proficiency)…

Second Language Pragmatics (L2 pragmatics) research focused on the study abroad (SA) context points out the benefits of this context for second language (L2) pragmatic development while also illustrating the non-linearity of this development, as it is shaped by different contextual factors and individual differences. Nevertheless, this research…

The English language is a catalyst for economic growth, modernization, and globalization. In this milieu, English language competency--defined as the practical ability to use English effectively in diverse contexts, encompassing linguistic, cognitive, and intercultural skills--is recognized as an essential skill (Amor et al., 2023). Research on…

Flow, a subjective state of optimal engagement and immersion, is characterized by a balance of perceived challenges and skills, interest, attention, and a sense of control (Csikszentmihalyi, 1990). Investigating flow in language learning can provide valuable insights into effective learning processes and contexts (Egbert, 2003). Self-regulated…

Research on the implementation of CLIL at the onset of primary school is limited and has largely overlooked the role of other sources of individual differences. This study investigated the effects of the CLIL approach to English learning, together with the effects of out-of-school exposure to the language through media and other sources of…