Category: Psychology of the learner


A Preliminary Framework for Teaching Strategies to Chinese as a Foreign Language (CFL) Students for Character Learning

Learning to read and write Chinese is seen as one of the most challenging aspects for Chinese as a foreign language (CFL) students, particularly those whose first language has an alphabetic writing system. The selection and orchestration of learning strategies is understood to be a key part of successful language learning and studies have investigated


Letter Transposition Effects in Arabic English Bilinguals

Transposed Letter (TL) effects refer to the well-established finding in Indo-European languages that a transposed-letter non-word (e.g., JUGDE) facilitates the recognition of a related real word target (JUDGE) in comparison with a substituted-letter non-word (e.g., JUFTE). In Semitic languages, like Arabic, the TL effects is more evasive obtaining with tasks that do not trigger lexical


A Metacognitive Process of Collaborative Engagement With Peers in Project-Based Language Learning

In an English as a foreign language (EFL) environment, many students only get to learn or use English in the classroom. To give those students more authentic experiences in language use, some university courses are adopting hands-on learning approaches such as project-based language learning (PBLL). One of the biggest benefits of PBLL is the role


Students’ and Teachers’ Perceptions on ESP Teaching and Students’ Willingness to Communicate in English

This study investigated how English language instruction in Vocational and Technical High Schools affected English use in practice, students’ willingness to communicate, and their motivation to improve their English. For this purpose, to have a practical perspective on the issue, students who have attended the internship project and teachers who accompanied them are asked open-ended


Videos in the Language Classroom As Learning Mediators

The inclusion of videos in teaching has become widespread in the last decades. The paper faces the question of whether this practice should be considered beneficial to learning in any case, due to the attractiveness of audio-visual resources. Studies in cognitive psychology offer a complex answer: on the one hand, the double channel – sight


Exploring the Use of Oral Communication Strategies by Speakers of French as a Foreign Language

The study investigates the use of communication strategies (CSs) as a factor mediating foreign language speaking proficiency. Ten learners of French at a Pre-Intermediate – Intermediate level speaking Swedish as L1 were asked to watch six short cartoons and present their contents. All participants have also completed a Placement test prior to performing the task.


Observing Learning Through the Hands: A Longitudinal Study of the Gestures of an English Language Learner

Hand gestures are an additional window into the mind of language learners allowing a glimpse of how learners might be conceptualizing in the second language (L2). It might also allow pedagogues to assess how learners are processing the language. Most studies comparing the same individuals gesturing in their L2 and in the mother tongue (L1)


Motivation in Learning English as a Second Language Among the Grade 10 Students at Imus National High School

Learning a language is most likely to occur when second language students “want to learn.” Gardner and Lambert (1959) proposed two orientations of motivation in second language learning: (1) “integrative motivation” or the motivation to learn a second language to integrate into the target language community; and (2) “instrumental motivation” or learning a second language


A Comparative Study of Motivations in the Learning of East Asian Languages

Understanding learner motivations for studying a foreign language has long been recognized as an important factor in providing effective language instruction. In recent years, foreign language education has been devalued in higher education in the U.S., resulting in the removal of foreign language requirements or reduction of course offerings. In this context, understanding learner motivations


An Exploration of English Language Learners’ Emotions and Beliefs: Insights From Self-reported Experiences and Observed Classroom Practices

Due to the ‘emotional turn’ (Pavlenko, 2013) in the field of Second Language Acquisition (SLA) – and particularly thanks to the advent of Positive Psychology – closer attention has been devoted to the role that emotions and related processes such as (self-)beliefs play in foreign/second language learning. This presentation is based on my doctoral dissertation,


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


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


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


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).


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


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