This study adopts a sociocultural approach to examine the language socialisation of a lower age novice-newcomer recently arrived in a Finnish open day care centre. A mixed method approach combining ethnographic analysis and quantitative analysis has been used to analyse video-recordings. The results suggest that when educators recognise 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…

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),…

Despite the global trend of growing diversity in student enrolment, most teacher education programmes remain inward-looking, oriented to national core standards and resist academic calls for internationalisation. While we agree that internationalisation at home is possible under certain circumstances, we put forward the argument that dialogic…

This study reports on the linguistic and sociocultural affordances available to multilinguals through their engagement in a social learning space at a Community of Practices (CoPs). Despite the existence of studies on CoP in language learning contexts, however, little work has been conducted on the affordances of a multilingual learning community,…

This study used Q methodology to explore the subjective perspectives of English as a Foreign Language (EFL) learners regarding sources of willingness to communicate (WTC). A sample of 40 undergraduate students enrolled in an English language teaching program at a Turkish university was obtained. Based on their shared viewpoints, the participants…

The presence of Africans in China has been phenomenal since the late 1990s. In recent years, there has been a dramatic uptick in people from Africa coming to the major cities of China such as Guangzhou, Hong Kong, Macau, Yiwu, Shanghai, and Beijing. They are in the process of building linguistic, cultural, and economic bridges between their source…

Despite the existence of many studies on the identity of language learners in the offline settings, few focus on how English language learners in the expanding circle construct their identity through their use of English and their choices over their first language capital as they enjoy variations of multilinguacultural exposes in the digital…

This article examines linguaculturally diverse university students' affective translingual practices of using emojis and languages in computer-mediated communication. Research studies have investigated the sociopragmatic uses of emojis from the perspectives of social semiotics, language socialisation, and translingual practices. This study expands…

Regular and sustained contact with speakers of other languages might offer members of multilingual societies opportunities to develop cultural awareness through interactions with diverse individuals. This study examines how the language awareness of individuals in a highly multilingual setting can act as a resource to support their learning about…

Willingness to communicate in a foreign and second language (L2 WTC) has gradually become a recurrent theme in the SLA. With the advent of an emotional or affective turn brought by the positive psychology movement in applied linguistics, the significant role of positive emotions such as Foreign Language Enjoyment (FLE) in L2 WTC has been…

Engagement and willingness to communicate (WTC) are crucial elements for second language (L2) learning. However, little is written about whether L2 learners demonstrate heterogeneous patterns of engagement and WTC in the classroom. This study aims to identify intraindividual differences in these two constructs and examine the roles of eight…

Language mindsets and L2 willingness to communicate (L2 WTC) are closely related and have contributed greatly to learners' L2 learning achievements under the SLA paradigm. However, relatively less attention has been given to the influence of language mindsets and L2 WTC on L2 pragmatic acquisition. This paper aims to examine the potential…

This study examined the antecedents and effects of foreign language enjoyment (FLE) and foreign language learning boredom (FLLB) in synchronous online English courses. Using a mixed-methods design, it delved into first-year English major undergraduate students' first online learning experience. Surveys, short essays, and records of students' grade…

The influence of teachers' interpersonal communication abilities and learning environment on second/foreign language (L2) students has received a growing scholarly attention. However, the preventing role of teachers' immediacy behaviours and classroom climate on English as a foreign language (EFL) students' negative, destructive emotions has been…