Second language (L2) writing, a cognitively demanding process, has also been perceived to encompass emotional aspects for L2 writers, as they tend to exhibit various feelings toward teacher feedback on their writing performance. Therefore, the current study explored English as a Foreign Language (EFL) Vietnamese students' emotions toward…

This dissertation study investigated how L2 doctoral students regulate their emotions upon receiving written feedback from their mentors. The study took a multiple-case-study approach that entailed stimulated recall of the feedback-reading and revision process. Three international doctoral students who were engaged in high-stakes writing in the…

Acquiring technological literacy and acceptance has a significant influence on academic emotion regulation (AER), academic resilience (AR), willingness to communicate (WTC), and academic enjoyment (AE), which are crucial for the success of university students. However, this area has not been adequately explored in research, particularly in the…

This qualitative case study investigated factors affecting EFL university students' use of teacher written feedback. Ten Yemeni EFL university students participated in this study. Data included students' written essays, teacher written feedback, and semi-structured interviews. Students' use of teacher written feedback was analysed using an adapted…

Medical students need to become fluent in the native language of the country they will be working in before entering their work environment at the hospital. For this purpose, third-year students in the international track medicine (ITM) at Maastricht University attended the interactive online medical-Dutch language course. In this study, the aim…

Due to pressure to meet goals, some test-takers preparing for the IELTS (International English Language Testing System) Writing test solicit written feedback (WF) from an expert provider on their rehearsal essays, in order to identify and close gaps in performance. The extent self-directed candidates are able to utilize written feedback to enhance…

As educational technology advances, the role of artificial intelligence (AI) in enhancing language education becomes increasingly prominent. However, there is a scarcity of empirical research assessing how AI integration influences student engagement and contributes to the language learning performance. This mixed-methods study seeks to fill the…

The study intended to describe profiles of three achievement emotions (enjoyment, boredom, anxiety), their associations with each other and with control-value appraisals within the framework of the control-value theory. A total of 2002 Chinese university EFL students from 11 universities in China participated in the questionnaire survey.…

The present research aimed to explore the dynamic growth of two emotional constructs: foreign language enjoyment (FLE) and foreign language learning boredom (FLLB) among L2 learners. To do so, we used a method that would capture the inherent dynamicity of L2 learners' enjoyment and boredom during an EFL course. To this aim, a bivariate latent…

The affective turn in the second language (L2) acquisition literature has witnessed a shift from the periphery to a clear focus on emotions. Nevertheless, this shift tends to examine emotion separately from cognition. Vygotsky's "perezhivanie" provides a theoretical lens to explore the inextricable interconnectedness of emotion and…

The present study is among the first to investigate how three foreign language (FL) emotions, namely FL enjoyment (FLE), anxiety (FLCA), and boredom (FLB), are related to each other. It is the first study to consider how the three FL emotions are shaped by one learner-internal variable (attitude toward the FL), by two perceived teacher behaviors…

With the increasing focus on the emotional nature of L2 writing instruction, chances have increased for L2 writing teachers to perform exquisite emotional labour in teaching writing knowledge and skills in the classroom, but our knowledge regarding the emotional labour strategies used by L2 writing teachers and their potential influence on their…

Technology-enhanced peer feedback (TEPF) activity has been increasingly investigated in L2 writing education. Researchers have conducted many review and meta-analysis studies on related research and identified factors influencing the activity effectiveness. However, few reviews have been conducted based on the activity theory that may clarify…

This study investigates the impact of feedback generated by large language models (LLMs) on improving the essay-writing skills of first-year university students in Hong Kong. Specifically, it examines how generative AI supports students in revising their essays, enhances engagement with writing tasks, and influences their emotional responses…

The relationship between foreign language anxiety (FLA) and foreign language enjoyment (FLE) experienced during a creative collaborative oral English-as-a-foreign-language task, and the relationships between FLE/FLA and task speech fluency were investigated. The task was performed by mid-intermediate/high-intermediate English learners (N = 43) in…