Mindfulness has been overlooked in previous studies of second or foreign language learning. This study aims to explore the relationship between mindfulness, anxiety, burnout and self-perceived foreign language proficiency among a sample of 492 learners. Further, it seeks to make up for the deficiency in the current empirical literature regarding…

We investigated the effects of social interaction and out-of-class study time on foreign language proficiency and use among two hundred students from a Japanese university who studied abroad for one month. Participants' use of English and English proficiency were measured before and after the programme. Interaction with people from other cultures…

This study tested whether Punjabi-English bilinguals feel a stronger rapport with another bilingual stranger when communicating in L1 Punjabi or their dominant L2 English. Some previous studies have shown greater emotional reactions to a dominant language. We predicted that participants would feel more comfortable speaking their dominant language.…

The present study aimed to explore the potential moderating effect of foreign language anxiety (FLA) on the relationship between second language (L2) competence and willingness to communicate (WTC) in 129 Chinese study-abroad English learners in Belgium. Descriptive analyses revealed fairly low levels of FLA and high levels of WTC of the…

Language-specific (i.e. the ideal L2 self) and plurilingual selves are now at the forefront of scholarly inquiry in L2 motivation research. Yet, there is a lack of empirical studies examining how language learners reframe their sense of self as speakers of an L2. This study draws on a questionnaire (N = 162) and on semi-structured interviews (N =…

Few studies have investigated current English-medium Instruction (EMI) programmes for international students studying in universities in China's mainland. The present study applies Spolsky's language policy framework to analyze Chinese EMI programmes in terms of language ideology, language management, and language practices on the national level,…

Informed by translingual practice [Canagarajah, S. 2013a. "Translingual Practice: Global Englishes and Cosmopolitan Relations." New York: Routledge] and poststructuralist conceptualisation of identity [Norton, B. 2000. "Identity and Language Learning: Gender, Ethnicity and Educational Change." "TESOL Quarterly" 35…

Mainland Chinese students (MCSs) represent the largest non-local student group in Hong Kong and their adaptation experiences require more research attention than exists. This study investigates MCSs' psychological adaptation to Hong Kong with a language and social psychological approach by invoking Communication Accommodation Theory (CAT) and…

This article offers a decolonial reading of professional development for English-medium instruction (EMI). The article zooms into the context of Taiwan, where the promotion of EMI has intensified since the 2030 Bilingual Policy was introduced. It is unclear, however, what constitutes EMI professional development, and to what extent the…

This longitudinal study examines the interconnectedness of foreign language enjoyment (FLE), foreign language anxiety (FLA), and willingness to communicate (WTC) among English major students, while also exploring the predictive role of L2 grit in the hypothesized model. Utilising a cross-lagged panel design and structural equation modeling (SEM),…

The Zhuang language test ("Vahcuengh Sawcuengh Suijbingz Gaujsi", VSSG) is the first minority language test in the People's Republic of China. It was designed with multiple goals including improving Zhuang language teaching, recruiting students for relevant majors of tertiary study, identifying proficiency for work-related applications,…

Foreign language teachers' recognition of their identity is essential to their professional development. Drawing on bicultural theories, this study investigated two American teachers who recounted their experiences of teaching English as a Foreign Language (EFL) at a university in China. This study leverages the Two-directional Extension Model as…

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…

The purpose of this study is to understand marginalisation in class because of language use in English-medium instruction (EMI) in Korean higher education and how students experience this marginalisation. The general EMI setting in this study is Korean faculty teaching Korean undergraduate students and some international students in English. The…

With English hegemony sustained in 'multicultural' Anglophone universities, non-English speaking research students often develop diverse strategies to improve their English. While such strategies demonstrate a form of resilience, the symbolic power of English remains intact. To grapple with this paradox, we draw on the work of Pierre Bourdieu to…