This two-study research built and validated the new questionnaire "LO-COMPASS: Learning Orientation-Cognition Metacognition Participation Assessment" aimed at capturing the interplay between cognitive, metacognitive, and affective-motivational learning attributes in middle school students' learning orientations proved to be significant…

This study examines how different social interdependence structures influence students' perceptions of anticipated affective learning, motivation, classroom communication apprehension, and classroom climate. Participants were randomly assigned one of three conditions (cooperative, competitive, and individualistic) and were asked to complete a…

This book highlights the roles of several individual difference (ID) variables on the language learning process, exploring them from both the students' and the teachers' perspectives. It presents the results of a large-scale, mixed-methods investigation which was conducted with secondary school pupils and their teachers in Hungary. The…

Informed by Segalowitz's (Cognitive bases of second language fluency, Routledge, 2010) L2 speech production model and MacIntyre et al.'s (Mod Lang J 82(4):545-562, 1998. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x) L2 willingness to communicate model, this study sought to understand the influence of cognitive, affective and sociocultural…

Technology provides occasions for language learners to engage in authentic communication with native speakers around the world. However, in order for such language learning to be successful, it must take into account learners' affective or emotional needs. Traditional approaches to language learning have neglected the affective domain. This study…

The challenging task of establishing meaningful translanguaging in multilingual classrooms necessitates negotiation between different stakeholders. Such negotiation requires investigation of the contexts and ways in which translanguaging may be implemented as a suitable teaching strategy. The aim of the current study was to elicit practical and…

Why do some students frequently ask questions and actively seek out answers in the classroom, while others avoid this? Many language teachers might have commonly asked themselves this question. The present study is an empirical investigation of the concept of curiosity in the field of second language acquisition (SLA). Using a mixed-methods…

Linguistic self-confidence is an underlying factor in L2 motivation and positive L2 learning outcomes. However, few studies have investigated its hypothesized relationship to objective L2 learning outcomes or the relationship between self-confidence and cognitive and affective individual differences that influence L2 learning. In this study,…

In 2017, the Ministry of Education promulgated the General High School English Curriculum Standards (2017 Edition), which stressed the importance of affective factors in English learning. This study uses a combination of qualitative and quantitative research methods such as student questionnaires and interviews to explore the motivational function…

Online learning is growing in popularity among students (Allen & Seaman, 2015. Grade level: Tracking online education in the United States. Newburyport, MA: Sloan Consortium), and online course opportunities seem to be increasing. Thus, it is important to examine classroom management behaviors such as power and its impact on motivation to…

Purpose: This study (1) used a person-centered approach to identify specific subgroups of 1,265 EFL learners who participated in Informal Digital Learning of English (IDLE) activities, and (2) looked at how different IDLE profiles are related to important affective variables. Design/Methodology: To identify IDLE profiles, we used cluster analysis.…

This dissertation explores the area of student engagement. Precisely, the dissertation attempts to find out the importance, roles, significance and factors involved in online student engagement and their consequences in achieving a positive learning environment. The first stream of inquiry investigated the perceived links between students'…

Communicative multimedia is becoming a significant tool of improving metalinguistic knowledge (Lai, 2015, 2016). This research applied three basic examples of song, movie (Hung & Higginsb, 2015, 2016; King, 2002, 2010; Sanne, 1994, 2006; Tillmana, 1997, 2006) and game pedagogies (Tsai, 2017) for discussing cognitive consequences of Taiwanese…

Content and Language Integrated Learning (CLIL) programmes are burgeoning in European school contexts due to the widespread belief that they help to significantly improve foreign language learning while content learning is not negatively affected. However, some of its purported benefits still need to be empirically confirmed. Thus, while this…

Student attrition and falling tertiary education enrolments afflict languages education across the "inner circle" English speaking world. In the southern hemisphere, in New Zealand and Australia, Japanese has become one of the most successful languages of education. However, numbers of students are now declining. This paper examines why…