Studies in Second Language Learning and Teaching
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Modeling the associations between L2 teacher support and EFL learners’ reading motivation: The mediating impact of reading enjoyment, anxiety, and boredom
Full text linkThe present study aimed to explore the association between 302 (93 males and 209 females) English as a foreign language (EFL) learners’ perceived teacher support (i.e., personal support and academic support) and their reading motivation. This inquiry also sought to assess the potential mediating influences of second or foreign language (L2) boredom, anxiety, and enjoyment on the interplay between the constructs under investigation. The results indicated a significantly strong and positive relationship between personal and academic teacher support and reading motivation. While L2 reading boredom and anxiety exhibited strong negative correlations with the two facets of teacher support, L2 enjoyment was positively correlated. Additionally, L2 reading enjoyment displayed a strong association with reading motivation. The results also revealed that over half of the variance in L2 reading motivation could be predicted by teacher support, along with the mediating influences of learner emotions. The findings are discussed in connection with educational theories, and implications are drawn for teaching
Validating a measure of motivational regulation strategies and examining their relationship to English proficiency
No full textMotivational regulation has been recognized as a crucial component of self-regulated learning. This paper presents the validation of a measure of motivational regulation strategies in an English as a foreign language context (MRS-EFL). A sample of 587 college freshmen attending an English enhancement course was recruited for data collection. Confirmatory factor analysis results supported the eight-factor structure of motivational regulation strategies, indicating a strong psychometric basis. The eight-factor 30-item scale showed good validity and reliability as well as invariance across gender. The results of multivariate analysis of variance (MANOVA) further revealed discrepancies in motivational regulation strategies among students of various English proficiency levels. Our findings suggest that the MRS-EFL can serve a dual purpose, both as an evaluation instrument for educators to assess motivational regulation strategies among students and as a research tool for researchers to investigate the impact of motivational regulation strategies on English learning outcomes
Second language learner engagement in computer-mediated interactive oral tasks
No full textThis study investigated the engagement of 60 Hong Kong English-as-a-second-language (ESL) learners in two types of tasks, each with two levels of complexity (-elements/simple versus +elements/complex). The learners formed self-initiated pairs and completed two descriptive tasks (-reasoning demand) and two narrative tasks (+reasoning demand) in a counterbalanced order in synchronous video-based computer-mediated communication (SvCMC) across two separate meetings. Immediately after each task performance, the learners were interviewed about their emotional experiences during the tasks. Quantitative analysis of their spoken discourse revealed that learners were more cognitively engaged in the simple descriptive task than in the complex one. However, the number of elements did not seem to affect learner engagement in the narrative tasks. Descriptive tasks engaged learners behaviorally in task performance, while narrative tasks encouraged social engagement. The participants generally found both types of tasks emotionally engaging, but more participants experienced positive emotions during the descriptive tasks than during the narrative tasks. These findings suggest that task complexity and task type should be carefully considered when designing interactive oral tasks in online teaching and learning contexts
Introduction to the special issue on ability beliefs and learning a new language at school
No full textThis editorial introduces a special issue examining ability beliefs in language learning psychology. The issue presents diverse theoretical perspectives on how learners’ perceptions of their abilities affect language acquisition outcomes. Drawing on foundational work in competence motivation, the collection addresses a critical gap in language education research by highlighting how ability beliefs – from self-efficacy to mindsets – serve as essential mediators between learning experiences and achievement. Contributors explore methodological considerations for causal inference, systematic reviews of key constructs, and frameworks integrating individual and ecological perspectives. We argue that ability beliefs contribute unique variance to language learning achievement, often eclipsing other psychosocial variables, yet remain underrepresented in prominent language learning theories. By clarifying these overlapping but distinct constructs, the special issue provides a foundation for more integrated theoretical models through rigorous empirical testing. This collection helps bridge psychological qualia with observable learning outcomes, pushing the field toward improved theoretical parsimony and practical relevance
Heart rate variability and personality traits as predictors of Arabic language proficiency and gains during study abroad in Jordan
No full textHigh stress predicts mood and anxiety disorders and can necessitate clinical intervention (Steffen et al., 2014). Language learners often experience high stress during intensive study abroad (SA) programs (Dewey et al., 2018), which can hinder communication (Buttaro, 2004; Peck, 1974). Acculturative stress is common among second language (L2) speakers and can coincide with stress related to theinability to communicate one’s thoughts and ideas (Savicki, 2010), further complicating communication. Therefore, reducing stress in immersive settings can be crucial due to the link between stress, L2 use, and psychological well-being (Dewaele & Dewaele, 2021). We report an exploratory investigation of the relationship between heart rate variability – a physiological measure of adaptation and positive functioning in stressful conditions – and personality and how these relate to the linguistic development of 21 students studying L2 Arabic intensively for 13 weeks, including heart rate variability (HRV), personality assessments, and language proficiency. Thisresearch demonstrates a key link: Personality traits predicted HRV, and HRV predicted Arabic language acquisition and its progression during SA. These findings highlight the potential of using HRV data, alongside other metrics, to improve L2 learners’ SA experience by addressing the influence of anxiety and emotions
Wearing the mask: The role of imposter phenomenon in EFL learning and its effect on learner emotions and engagement
No full textThe imposter phenomenon (IP), which is characterized by a sense of incompetence and self-perceived intellectual inferiority due to being unable to acknowledge one’s own achievements and abilities despite objective success, is widely recognized as a common experience with detrimental effects in academic settings. Yet, its role in the context of foreign language (FL) learning remains underexplored. This study investigates the role of the experience of IP among 397 tertiary-level FL learners of English, possible effects of demographic and language use variables, as well as the extent to which IP affects students’ foreign language enjoyment (FLE), their foreign language classroom anxiety (FLCA), and engagement with FL learning. Statistical analyses of data gathered with a web survey revealed that younger, female participants were more likely to experience IP, as were those who perceived their standing in the group of learners as below average. Additionally, latent modeling indicated that IP was linked to both FLCA and FLE, and it predicted the performance engagement of English as a foreign language (EFL) learners. Overall, this study provides evidence as to the presence of IP in EFL classrooms and makes a case for the variable to be included in further studies of the nomological network of individual difference variables
Ability beliefs: Why believing in your ability matters in self-regulated language learning
No full textThe key to successful language learning depends on the extent to which learners are self-regulated in learning a second or foreign language (L2). In this process, learners’ perceptions and beliefs about their abilities play a crucial role in predicting or controlling positive or negative emotions, motivation and the use of strategies. Therefore, it is vital to clarify the role that learners’ perceived abilities play in self-regulated language learning. The present paper aims to: (1) provide a review of empirical studies related to L2 strategy use, motivation, and social regulation about ability beliefs, (2) explore the reciprocal relationship between these constructs, and (3) suggest future research directions that will help promote self-regulated language learning research. By doing so, we aim to contribute to the broadening of L2 proficiency research, provide a more comprehensive understanding of the second language acquisition process, and ultimately support language teachers in understanding the developmental processes of L2 learners
The relationship between complexity, accuracy and fluency in L2 English speech: Individual differences and dynamic patterns
Full text linkThis 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 by correlation analyses showed that there were individual differences in CAF relations. Different trade-off effects were found in the CAF development of four individuals. One learner improved in lexical complexity at the expense of accuracy, another learner improved in accuracy at the cost of lexical complexity, one student made progress in syntactic complexity but sacrificed fluency, and one improved in accuracy and lexical complexity while compromising fluency and syntactic complexity, respectively. Furthermore, the use of moving correlations demonstrated that CAF relations changed dynamically over time, revealing eight identified change patterns. These patterns exhibited varying degrees of variability, ranging from highest to medium to low-medium to lowest. Six patterns involved state changes, transitioning from a competitive to supportive relationship, for example
Incidental collocation learning from reading-only, reading-while-listening, and reading aloud: The roles of input mode, test modality, and prior vocabulary knowledge
No full textThe present study examined incidental collocation learning from reading-only, reading-while-listening, reading aloud, and factors that affect learning (i.e., test modality, prior vocabulary knowledge, and type of collocation). One hundred Vietnamese learners of English as a foreign language (EFL) with pre-intermediate level of English proficiency were assigned to an experimental group and a control group. During three weeks, the participants in the experimental group read three texts embedded with 20 target verb-noun and adjective-noun collocations in three different reading modes in a counterbalanced fashion: reading-only, reading-while-listening, and reading aloud. Learning gains were measured at form recall level in a pretest and a delayed posttest using both written and oral test items that were also counterbalanced. The findings revealed that reading mode had a significant effect on incidental collocation learning. Both reading-while-listening and reading aloud led to more learning gains than reading-only. Test modality did not have a significant effect on the results. In addition, learners’ prior vocabulary knowledge significantly predicted the learning gains
A person-specific perspective on the dynamics of anxiety in foreign language learning: A dynamic P-technique factor analysis
Full text linkIn the field of second and foreign language (L2) anxiety studies, which are predominantly group-based, the role of individual-level inner workings of L2 anxiety has been neglected. Emerging evidence in L2 learning underscores that while aggregating data from a large number of learners reveals general trends, this approach often overlooks the distinct characteristics inherent in each individual’s data. For this reason, specialists have emphasized the necessity of illuminating unique and individualized experiences of L2 anxiety, both in short- and long-term evaluations. The present study aimed to grasp person-specific variation in L2 anxiety in Sara, an adult female L2 learner. In a year-long ecological momentary assessment study design, Sara provided daily replies to an online questionnaire about L2 anxiety. Using the dynamic P-technique, this research explored how Sara’s L2 anxiety ratings on a given day impacted or predicted her rating on the following day and the consistency of her evaluations over time. Results revealed that a four-factor structure best represented her daily L2 anxiety, comprising lack of self-confidence (LSC), fear of negative evaluation (FNE), performance anxiety (PA), and negative attitude toward language learning (NA). It was observed that on days when Sara experienced higher-than-usual LSC and FNE, her return to equilibrium was slower compared to days with heightened PA or NA. Additionally, despite daily fluctuations in the four subfactors, these factors appeared immune to fluctuations in predictor levels and did not immediately affect other subfactors. Moreover, LSC, FNE, PA, and NA exhibited positive feedback loops, where each subfactor could potentially predict another in subsequent states