Willingness to Communicate (WTC) is among the concepts that has received considerable attention in EFL/ESL research in recent years as it brings together a myriad of factors that explain why L2 learners do or do not engage in L2 communication. An EFL classroom provides an environment that promotes use of the target language, yet Thai learners are…

A PhD combines experiential learning of the research process with socialisation into the research community. Studying a PhD is a highly individual experience with each student seeking and receiving different types of support from different agents. In this paper we investigate the experiences of four PhD students at a Humanities faculty at a Thai…

We report four experiments that explored the cognitive bases of vocal imitation. Specifically, we investigated the accuracy with which normal individuals vocally imitated the pitch-time trajectories of spoken sentences and sung melodies, presented in their original form and with phonetic information removed. Overall, participants imitated melodies…

The present study investigated the development of global and domain-specific self-representations in the transition from late childhood to early adolescence and tested whether gender, puberty, and school transition help explain individual differences in change. The study was based on three measurement occasions over 2 years and included 248…

Peer influence has a profound impact on decision-making in typically developing adolescents. In this study, we examined to what extent adolescent males (age 11-17 years; N = 144) with and without autism (ASD) were influenced by peer feedback on prosocial behavior, and which factors were related to individual differences in peer feedback…

Differentiated instruction (DI) is a complex conceptual model and philosophy that is implemented in many traditional classroom settings. The primary focus of DI is to personalize the learning process by taking into account individual differences among students' varied levels of readiness, interest and learning profile. Varied assessments are used…

The present study investigated individual differences in the effects of academic motivation based on self-determination theory (SDT), particularly intrinsic motivation, as well as identified, introjected, and external regulation on higher education students' intention to drop out. Based on previous research, we challenged the assumption of a…

Like speaking, two other important aspects of language are reading and writing. Speaking is acquired unconsciously in public while other two skills are learned at school and contribute to life-long speaking skills. The present research is to analyze mother tongue teaching at school and compare two different models, one in France, a developed…

One of the central questions in recent second language processing research is whether the types of parsing heuristics and linguistic resources adult L2 learners compute during online processing are qualitatively similar or different from those used by native speakers of the target language. While the current L2 processing literature provides…

The current study examined statistically significant differences between struggling and adequate readers using a multicomponent model of reading comprehension in 796 sixth through eighth graders, with a primary focus on word reading and vocabulary. Path analyses and Wald tests were used to investigate the direct and indirect relations of word…

Although spending time in criminogenic settings is increasingly recognized as an explanation for adolescent delinquency, little is known about its determinants. The current study aims to examine the extent to which (change in) self-control and (change in) delinquent attitudes relate to (change in) time spent in criminogenic settings, and the…

Researchers have examined various outcomes of undergraduate minority mentoring programs. However, there is a significant gap in research about how program members with different demographic backgrounds may not have the same experiences or outcomes as other members despite being subject to the same program elements. To address these gaps, we…

Children vary in their ability to use language in social contexts and this has important consequences for wellbeing. We review studies that test whether individual differences in pragmatic skill are associated with formal language ability, mentalizing, and executive functions in both typical and atypical development. The strongest and most…

In this study, we examined the factor structure, reliability, and external validity of scores from the Comprehensive Test of Nonverbal Intelligence-Second Edition (CTONI-2) using an independent sample of young adults currently enrolled in a postsecondary institution. Although the subtests appear to be measuring general intelligence, the aggregate…

A key assumption underpinning formative assessment strategies is that individual pupils must be fully involved in the process. While such engagement and attention on the individual is important, studies suggest that teachers do not always readily engage with formative assessment as a reciprocal process which involves pupils. Additionally, a focus…