Motivation and anxiety are two crucial factors influencing learning outcomes, yet limited empirical research on expectancy-value theory can be found within previous literature about Chinese undergraduate students studying English as a foreign language (EFL). Moreover, few studies have examined the interaction between motivation and skill-specific…

Informed by a mixed methods research design, the study investigates the interrelations between students' attitudes toward English learning, English-medium instruction (EMI), and the use of their first language (i.e. code-switching) in relation to a range of biographic and contextual factors in their situated EMI programmes. The quantitative…

Learning a foreign language incorporates cognitive, communicative, emotional, and social aspects. Some of these aspects have to do with the structure of the language being studied; some others deal with social and psychological issues that influence the environment where the learning process takes place. This reflection paper addresses various…

The purpose of this study was to explore the reasons for low retention rates among students in the Chinese classes in upper secondary education in the Czech Republic. The principal research question was whether Chinese characters were the main reason why many students decided to stop attending their Chinese classes. Semi-structured interviews with…

Drawing from (Dörnyei's, The Psychology of the language learner: Individual differences in second language acquisition, 2005) L2 Motivational Self System, this case study delved into the L2 learning motivations of liberal arts and science English majors at a transnational university in China, where English Medium Instruction (EMI) is prevalent.…

This study responds to calls for more research on motivations for learning languages other than English (LOTEs) in the new era dominated by global English. In particular, it focuses on the role of societal contextual factors surrounding the status of English and the status of the LOTE as an L2/L3, as factors which may offer a more nuanced…

The main aim of the article is to identify Slovenian children's attitudes towards foreign languages (FL), their motivation for learning languages, the influence of different significant others (teachers, parents, peers) on their language attitudes, and the ways they perceive languages which they are exposed to. The focus is on FLs in general…

The current study focuses on the effect of the target language on learner emotions and attitudes/motivation. More specifically, it investigates whether the status and prestige of English results in more positive learner emotions and attitudes/motivation compared to less prestigious languages other than English (LOTE). Statistical analyses of a…

To date, most classroom-based research into the learning of a third language (L3) in the US has examined patterns of acquisition among various groups of bilinguals. Situated mainly within the context of "Portuguese for Spanish Speakers" (PSS), studies typically group learners based on the sequence / age of onset of their main background…

The process of any language learning is a complex construction of objectives. Any goal is influenced by internal or external factors such as motivation, culture, previous experiences, attitudes, etc. This study aims to recognize and understand the distinct learners' attitudes during their learning progress. This research is conducted as a case…

Engagement with online media among learners is closely linked to language proficiency and cultural comprehension, offering a platform for enhancing English language skills. This has given rise to the field of online informal learning of English (OILE), with numerous studies exploring learners' habits in this domain and indicating positive impacts…

Current theories about learning a second language might not fully explain why people want to learn languages other than English (LOTE) in the context of globalization and multilingualism. This study adopted and adjusted Huang's (2021) motivational dimensions for LOTE learners, specifically focusing on those who learn LOTE as a third language (L3),…

The concomitant relationship among language, identity and power has been intimately connected to the ELT world. The bi/multilingual learner identity negotiation has been viewed as a site of struggle from a postmodernist perspective. To this end, learners' existing capital in relation to their involvement in new capital is a significant issue in…

The study was aimed at determining the essential factors that motivate Ecuadorian university students' English learning. The study adopted an explanatory sequential mixed methods design by means of the administration of online questionnaires to 2077 students and 109 English instructors. The initial quantitative study results were further explained…

Second-language (L2) learner motivation has been a thriving subfield within L2 acquisition research for decades, particularly since the development of the L2 Motivational Self System (L2MSS), a multi-faceted motivational theory. This survey-based study examines (1) whether L2MSS facets differ between students intending to continue (or discontinue)…