Category: Psychology of the learner


Success in an English Language Learning Class: Students’ Beliefs, Emotions and Experiences in a Communicative Language Teaching Context

The aim of this paper is to analyse the beliefs, emotions and experiences of English language learners in order to grasp the aspects that they regard as positive in an English language classroom. The participants are first-year university students enrolled in an English for Specific Purposes (ESP) course that were inquired about (1) their life-long


British Students’ Identity Transition in Learning Chinese as a Foreign Language

Chinese has become an increasingly significant language in the global language market over the last 20 years. China’s increasing power economically has encouraged the development of Chinese Language Learning (CLL) and it is increasingly being seen as a strategic learning decision. This research focuses on investigating key identity transitions for a small number of British


Introducing Gamification to Increase Student Motivation and Engagement

Gamification is a term that has been used in education recently. According to Kapp (2014), gamification is the application of game design elements to a nongame context to increase student engagement and learning. Students in a university Intensive English Program often find the transition from school to university challenging. To encourage students to “demonstrate behavior


Investigating Teachers Beliefs in Developing Learners’ Autonomy in an EFL Classroom

The concept of learner autonomy and the focus on learner reflection and taking responsibility of their own learning process has received broad international attention in the last three decades. Both scholars and practitioners discussed learner autonomy as a controversial concept in teaching nowadays. The aim of this study is to explore teachers’ beliefs about learner


Understanding and Characterising a Context-based EFL Learner Autonomy in Algerian Higher Education

The study explores beliefs and practices that Algerian EFL students attribute to autonomous learning. Moreover, it attempts to identify then investigates the underlying factors behind those beliefs and practices. These factors are traced in the literature to be “institutional, societal, cultural and economic” (Begum and Chowdhury, 2016; Kemala, 2017; Palfreyman and Smith, 2003; Jiang, 2008).


Foreign Language Anxiety in e-Tandem Learners: Is it Predictable?

Learning a foreign language (FL) is a challenging path, and speaking interaction with native speakers of the target language (TL) is perceived as a threatening event for many students. Nevertheless, the use of telecollaborative practices, such as e-Tandem, is considered to have an anxiety-reducing effect on learners over time (Appel and Gilabert, 2002). The present


The Factors of Compassion Fatigue among Guidance Counselors

The research was about the compassion fatigue and its contributing factors among ninety-two (92) guidance counselors. This study aimed to explore variables which were factors of compassion fatigue analyzing work-related factors, personality traits, and demographic factors utilizing the following instruments: Professional Quality of Life scale (ProQOLs), NEO PI-R, and Demographic questionnaire. The study focused on


An Investigation of Possible Relationships Between Parent and Child Motivation Towards Foreign Language Learning in UK Secondary Schools

The decline in foreign language learning in UK secondary schools is well-researched, particularly from the point of view of language attitudes and motivation. The rationale for my research comes from my own personal experience of interacting with parents and their children during parent-teacher meetings and open days. Many parents openly say in front of their


How to Apply Learner Autonomy and Self-Assessment Method to Promote Test Takers’ Learning: A Case Study of SAT Test Preparation

In the fields of pedagogy and language assessment, self-assessment has been regarded as an effective teaching and learning method. This method can promote learning in a positive way, and have positive washback on learning, particularly for students who are preparing for high-stake tests. Also, Learner Autonomy has long been accepted as a useful method for


Understanding Demotivation Factors and Their Countermeasures in Japanese Student Learners of English as a Foreign Language (EFL)

Motivation is one of the keys to successful language learning (Nakata and Okumura, 1999). Accordingly, English as a Foreign Language (EFL) teachers in Japan exhaust their resources – devising and employing a variety of strategies and materials to encourage Japanese students and keep them motivated. However, in spite of these efforts, problems regarding decreased motivation