Tag: Individual differences,


Negotiating Participation in Second Language (L2) Academic Community: Asian Female Students’ (Indonesian, Japanese, Chinese) Identities and Investments

This study reports on a qualitative multiple case study that explored academic discourse socialisation of female Asian L2 learners in a British university. Grounded in the stereotype of “the shy Asian girls” (Bremer et al., 1996; Day, 2002; Lippi Green, 1997; Miller, 2003; Norton, 2000, 2001; Pon et al., 2003) that the Asian female students


Young EFL Learners’ Attributions of Perceived Success and Failure in English Language Learning

The purpose of this study is to investigate young Turkish EFL learners’ attributions of success and failure in English language learning as well as comparing their instructors’ perceptions about the same issue. In addition, the match between TEOG scores and the perceived success of the students was investigated. Two instruments were used for the purposes


Investigating ‘Interest’ Development of Indonesian Students in an MA TEFL Programme in Learning English as an L2

This study contributes to the understanding of interest development in second language learning. It describes the conditions which trigger students’ situational interest in learning English as a second language, and how temporary situational interest contributes to the development of more stable individual interest. The data are gathered from Indonesian students on an MA Teaching English


Language Learning Strategies: The Case of Foreign Multilinguals in a Philippine Secondary School

Studies focused on learner-related factors have grown greatly through the years. However, local research directed on foreign language learners and their language learning styles have remained scarce. It is with this reason that this study was conducted. Using Rebecca Oxford’s study on language learning styles and strategies (2003) as framework, the paper aims to identify


Personality Types in the Classroom

Why is it that Aisha never talks during group work? Why does Sultan always need me to tell him what to do? And why do they both insist on completing their projects at the last minute? These are questions we have all probably asked ourselves during our teaching careers, and the answer may be quite