This study investigates the relationship between identification with the local territory, language attitudes and language proficiency in young immigrants in Catalonia, a region in Spain. The aims of the study are to examine how identification with the local territory affects attitudes and proficiency in languages, and whether language attitudes…

Considering the undeniable importance of examining the role of domain- and skill-specific individual difference factors in second-language (L2) writing research, this study examined the possible roles of English-as-a-foreign-language (EFL) learners' ideal L2 writing self and growth L2 writing mindset in their L2 writing grit, which may in turn…

Background: Many studies (especially cross-sectional ones) have shown significant links between two of these three constructs-achievement, self-concept and anxiety. Objectives: Unlike past longitudinal studies that examined only two of these three constructs, this study examines all three, grounded in self-determination theory, control-value…

I analyzed a corpus of the international English language testing system (IELTS) comprising 256 listening sections (1996-2021). The primary objective of the study was to gain insights into the assumptions made by test designers regarding the real-life contexts that test-takers will encounter. Overall, 15 superordinate topic areas and 300 subtopics…

This investigation aimed to explore the correlation between undergraduate English as a foreign language (EFL) learners' academic self-concept and their formal English vocabulary knowledge. The quantitative method with a correlational analysis design was applied. The participants completed a written vocabulary test in English and filled in an…

This study examines pragmatic resistance as a choice made by Chinese learners of Korean and the factors that contribute to this choice. Data were collected from 46 upper-intermediate Korean language learners through three different tools, including Discourse Completion Tasks, metapragmatic questionnaires, and retrospective interviews. Findings…

Based on the assumption that individual learner factors are context-dependent, this exploratory study examined whether differences in two learning environments (Denmark and Spain) have a differential influence on a set of learner factors that have together been previously identified as important in second language (L2) research, specifically,…

The present study investigates whether CLIL learners' high scores in English as a foreign language (EFL) can be attributed to three specific learner variables: 'EFL aptitude', 'EFL confidence' and 'international orientation' -- and whether out-of-school EFL exposure has an effect. The study was undertaken in eight secondary school CLIL classes in…

Due to the varying aspects of the bilingual experience and the use of numerous subjective and objective measures across studies, bilingual individuals are often described and grouped differently. We examined the relationship among two subjective and one objective English proficiency measures in spoken and written modalities in 64 bilingual young…

Many institutions around the world use the International English Language Testing System (IELTS) to assess test-takers' proficiency in English, including the United Arab Emirates (UAE), where a given Band score (or its equivalent) is required for direct entry to majors taught in English. However, despite the test's importance and despite being one…

Over the years, we have been witnessing the burgeoning of interdisciplinary interest in the use of ideological discourses and enactment of representations through linguistic and semiotic choices in positioning, (re)constructing and expressing identities. In this picture, there is an evident paucity of research investigating the kinds of…

In this paper, we present and illustrate four principles used to develop discipline-specific academic language tutorials for students who enter university with low levels of academic language proficiency. The tutorials are part of a university-wide language support program following a post enrolment language assessment (PELA). The principles…

This research investigates impediments to the successful implementation of Communicative Language Teaching (CLT) in Saudi English as a Foreign Language (EFL) classrooms. Going beyond typical discussions on teacher training and curriculum development, the study explores entrenched resistance stemming from traditional teaching methods among teachers…

Ofsted's 2021 Curriculum Research Review outlines a language pedagogy predicated on an exclusively cognitivist approach to language learning, which relies on three 'pillars of progression': phonics, vocabulary and grammar. The review makes a brief acknowledgement of the importance of motivational factors, including 'pupils' positive views of…

This study considered the social emergency of the COVID-19 pandemic. It utilized quantitative methods to investigate the L2 self-images (i.e., ideal L2 self, ought-to L2 self, and feared L2 self) held by EFL college students in formal online English classes, based on Dörnyei's (2005) L2 Motivational Self System. Meanwhile, this research proved the…