The contributions of positive psychology (PP) to the study of second and foreign language (L2) emotions have received considerable scholarly attention in recent years. In response to the criticism that it adopted a limited viewpoint, PP has broadened its perspective. Existential positive psychology (EPP) is a branch of PP that can address prior…

This study examined the relationship between complexity, accuracy and fluency (CAF), using longitudinal data. Conducted from the perspective of complex dynamic systems theory (CDST), this research adopted four CAF general measures to track the development of five Chinese undergraduates' English speech over a 15-week period. LOWESS graphs supported…

Appropriate placement of language learners continues to be challenging for postsecondary world language programs. The Seal of Biliteracy is now available in all of the states for high school students. While the Seal is an admirable program, using it in higher education can be problematic because the proficiency levels needed to attain the Seal…

This study examined how unimodal and bimodal learning conditions impact L2 vocabulary processing and learning, comparing reading only (RO) and reading while listening (RWL) groups. 119 high intermediate-advanced English learners read or read-while-listening a short story embedded with 25 target pseudowords, repeated 10 times each, and had their…

Social engagement and its relationships with other constructs are underexplored despite the especial importance for foreign language learning. Teacher support predicts academic engagement; however, the specific mechanism associating teacher support, particularly teacher academic support (TAS) with learner social engagement (SE) in the EFL learning…

This study aimed to investigate university students' preferences for and reported instructor practices of written feedback (WF) and how these align with instructors' perceptions and self-reported practices in EFL writing classrooms. An 80-item survey was conducted with 13 instructors and their 210 students at a Moroccan university. The findings…

Using a community translanguaging lens, this paper focuses on the collective translanguaging practices of second-grade students who come from multilingual language backgrounds but were attending a school where English was the mandated language of instruction. The research question addressed is: How did students construct and employ a community…

This study investigated the effectiveness of metacognitive strategy (MS) instruction on listening comprehension and metacognitive awareness among low-proficiency EFL learners in Taiwan. Using a quasi-experimental mixed-methods design, the research involved 95 first-year university students divided into an experimental group (EG) that received MS…

This article examines the determinants of Syrian refugee students' language comprehension difficulties in Lebanon, Türkiye and Australia, three host countries offering refugees different types of legal status (short-term, medium-term and long-term legal settlement). To understand the influence of legal status and its corresponding educational…

With the ever-changing social and linguistic landscape, it is the responsibility of educators to create a learning environment that is respectful of all identities and relevant to the ongoing changes. It is important to recognize the challenges faced by transgender and gender-expansive learners, who often endure harassment leading to diminished…

Counterfactual reasoning is the ability to reason about how the world might have been if past events or states had been different. It is helpful for making sense of past experiences to create future blueprints. Languages like English apply subjunctive forms to directly mark counterfactual premises. In contrast, Chinese does not apply subjunctive…

With critical pedagogy (CP), teachers and students are empowered to disrupt the dominant ideological structures that tend to dehumanise people and impose oppressive historical consciousness upon them as historical subjects. Inspired by CP, over the last three decades critical language pedagogies have been conceptualised to promote social justice…

Background/purpose: Traditional language instruction in Saudi EFL classrooms often limits learners' exposure to authentic language, reducing communicative competence. This review article explores how corpus-based approaches, particularly using the Corpus of Contemporary American English (COCA), can bridge this gap and foster pedagogical…

Following the official implementation of soft skills in Moroccan higher education, this study examines the perceptions of Moroccan EFL (English as a Foreign Language) teachers regarding the challenges associated with developing and implementing soft skills. Using a Grounded Theory methodology, sixteen EFL educators were interviewed, and their…

Intervention studies targeting developmental language disorder (DLD) have been conducted mainly with monolingual English-speaking children and bilingual children learning English. There is a need to explore the application of current methods to more languages. However, adapting an existing intervention to other languages can be a daunting task as…