This study examined the role of positive and negative feedback on goal commitment and energy investment among English as a foreign language learners who experienced directed motivational currents (DMCs). To this purpose, a systematic methodology was used to identify language learners with a DMC experience (six students, four females, two males,…

Directed Motivational Currents (DMCs) are highly intense goal-directed motivational experiences that are characterised by establishing new routines and having positive emotions. The present study aimed to identify the factors that triggered the launch of DMCs among EFL learners. An interview protocol designed based on the core dimensions of the…

Online education may induce different negative emotions and emotional reactions in language learners. One such reaction emerging from emotional experiences in online contexts is academic disengagement, which has been limitedly examined in L2 research. To fill this lacuna, this study has been done to probe into the sources and solutions of student…

This study sought to investigate the relationship between language mindsets and grammar learning strategies and grammatical performance among English as L2 and L3 learners. Moreover, this study examined fixed and growth language mindsets across gender and language groups. The sample included 320 (N[subscript L2] = 160, N[subscript L3] = 160)…

The 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)…

In an attempt to measure the dynamic features of foreign language enjoyment (FLE), we adopted a longitudinal confirmatory factor analysis-curve of factors model (LCFA-CFM) approach to substantiate the validity of the original FLE scale (Dewaele and MacIntyre [(2014. "The Two Faces of Janus? Anxiety and Enjoyment in the Foreign Language…

Tasks have been given an ever-increasing attention on the part of researchers in the recent decades, particularly in relation to second language acquisition research. A highly influential factor in task performance, motivation, seems to have been neglected by educational researchers, and this negligence toward the role of motivation gets more…

This study aimed to test a model of classroom social climate, growth language mindset, boredom, and student engagement among English as a foreign language (EFL) learners. In addition, the mediating role of boredom in this structural model was examined. To this end, 287 English major students from various universities in Iran participated in the…

Self-Determination Theory (SDT) is a hot topic in the field of applied linguistics, and it is getting more and harder to downplay the significance of the so-called theory in the growth of second-language learners (Deci and Ryan, 1985, 2000, 2002). The current study tried to test the theory in the Iranian EFL setting by throwing light on the…

The purpose of the present mixed methods study was to investigate if enhancing Focus on Form (FonF) tasks with data-driven learning (DDL) affects English as a Foreign Language (EFL) learners' task motivation from the self-determination theory (SDT) perspective. Following a quasi-experimental comparison group pretest-posttest and sequential…

Relatively few studies in the field of second language acquisition have undertaken to investigate the interrelationships of constellations of individual difference variables. This is certainly true of how complexes of ID factors impact motivation to learn an additional language. In order to address this gap, the paper reports a study that examined…

This study explores the role of cognitive task complexity in English as a Foreign Language (EFL) curriculum development and its impact on learner engagement, motivation, and learning outcomes. A mixed-methods approach, combining qualitative and quantitative methods, was employed to gain comprehensive insights into the topic. The qualitative…

A research study on the L2 Motivational Self-systems (L2MSS) and technology acceptance of Foreign Language Learners (EFL) in relation to Language Massive Open Online Courses (LMOOCs) is warranted. In response, 336 Iranian EFL learners participated in three LMOOC platforms, learned language online in line with their language institutes, and…

Given much importance associated with willingness to communicate (WTC) in foreign language learning, many researchers have carried out studies to explore antecedents of second language (L2) WTC. To contribute to this research domain, this study sought to test a model of ideal L2 self, growth language mindset, boredom and WTC among English major…

This study examined whether the five scales of the MUSIC Model of Academic Motivation Inventory produced valid scores when used in university English language courses across four different countries. We surveyed 1,147 students in English language courses in Iran, Mexico, China, and Egypt and analyzed their responses by performing measurement…