Recent research on language teacher factors has focused on the construct of teacher immunity. This construct was introduced into the field of language teaching to delineate language teachers' psychological state. Productive teacher immunity is defined as language teachers' psychological shield that safeguards them against diverse stress-inducing…

Speech listeners focus on a speaker's face to acquire different information in social communication. Fixation on the mouth associates with language processing and attention to the eyes is mainly driven by social/emotional cues. Here, we investigated how selective attention to the eyes and mouth would vary with language-emotion interaction during…

Although research on the efficacy of written corrective feedback has received considerable attention in recent years, there is a dearth of research on learner engagement with written corrective feedback. Understanding how language learners engage with written corrective feedback is high on the agenda of feedback research because it provides a…

Affect plays a significant role in language teaching and learning and in use of languages, and this includes the phenomenon of linguistic shame. Although shame is considered personal by many, its origins are social; linguistic shame is inextricably connected to language use as a social practice. In this paper, we focus on English language teacher…

The present study aims to investigate Turkish EFL learners' academic resilience levels. Whether gender can be a factor in the learners' academic resilience was also examined. Additionally, figuring out the correlation between learners' academic resilience and their English language achievement was within the aims of this research. To achieve this,…

Based on theories of emotion contagion and social appraisal in interpersonal affect transfer and the control-value theory of achievement emotions, the present study examined associations between students' perceptions of peer emotions and their own self-perceived emotions in English as a foreign language (EFL) classrooms. Data were collected from…

Students' dissatisfaction with peer assessment has been widely documented. While most relevant literature places focus on the cognitive (content and uptake of feedback) or structural (feedback design) dimensions, students' emotions in peer assessment have received scant attention. This study investigates the social-affective impacts of peer…

Emotions are ubiquitous and permeate all aspects of human life, including language learning. However, little attention has been paid to emotions in the ELT curriculum, let alone in the design and implementation of conversations clubs. In this article, we share the qualitative results of a mixed-method study on students' emotions while…

The study explored six ESL university students' behavioral, cognitive, and affective engagement with e-rater feedback on local issues and examined any changes in students' engagement over two weeks. We explored behavioral engagement through the analysis of screencasts of students' e-rater usage and writing assignments. We measured cognitive and…

Studies on oral error correction in second language acquisition have been tilted towards cognitive aspects ignoring the affective and practical dimensions. This study attempted to fill this gap by investigating the role of students' proficiency levels in five English language teachers' corrective behavior. Follow-up interviews were conducted with…

This study investigated factors that are related to student success in using and learning from written corrective feedback (WCF). Focusing on learner affective variables and a student writing corpus collected over the span of a semester, different types of feedback and errors were investigated. Previous studies have focused on one or, at the most,…

Learner journals, diaries, and logs have been used in a variety of learning contexts, including foreign language learning. This paper investigates how diary writing can be used in the EFL classroom to encourage students to express their identities through the language they are learning; it is also a way of supporting them in their quest for…

Drawing on the rhetorical/relational goal theory, this study examined the role of instructor clarity and non-verbal immediacy in affective learning through the mediation of instructor understanding. Data were gathered through close-ended questionnaires from 756 Chinese and 715 Iranian English as a foreign language (EFL) students, the factor…

Much of the research on the effectiveness of written corrective feedback (WCF) scope and strategies has been (quasi-)experimental, generating results peripherally related to authentic classroom contexts. Underpinned by a multidimensional conceptual framework of student engagement with WCF, this classroombased study has explored the scope and…

Some recent studies have reported positive effects of artificial intelligence (AI)-powered writing assistants on students' EFL writing skills, but their impact on affective factors has yet to be examined. Thus, the present study investigated the effects of a QuillBot-based intervention on English Language majors' EFL writing performance,…