This article reports on the findings of a research study which has approached language learning motivation (LLM) following Ushioda's (2009) person-in-context relational view of L2 motivation, Consoli's life capital (2021, 2022), Dweck's mindset (2017) and Dörnyei's vision system (2009). Our study provides insights into how LLM research is key to…

The present study examines how learners' language mindsets (beliefs about the malleability of language intelligence) and achievement goals predict learners' preferences for different types of corrective feedback (CF). Questionnaire data were collected from 537 learners of Spanish as a foreign language at two North-American universities. Factor…

Praising is considered to have a positive effect on learners' motivations. Yet, what to praise and how to praise is an issue of controversy. The present study looks at the effect of praising ESL learners' writing efforts in English as opposed to evaluating their writing abilities in order to test Dweck (2007) theory of praising intelligence or…

Recent research has established that it is academically advantageous for students to adopt an incremental view of their intelligence and that this is a key marker of a student's level of self-efficacy. The self-efficacy of students following Modern Foreign Languages (MFL) courses in UK secondary schools is known to be low. Interventions have been…

The concept of teaching and learning has changed drastically over the past few years by the virtue of both research results carried out in the fields of second/foreign language learning and acquisition. Of all these researches, findings related to the brain structure and functions in cooperation with cognitive aspects of the education process,…

Interest or motivation, intelligence and experience, and psychosocial access are inextricably bound together in successful educational programs, and none can explain or predict performance by itself. In the realm of interest and motivation, it has been found that youth want to learn how to be effective, like to do the things their parents value,…

A study was conducted to examine school achievement in English and its relationship to personality, intelligence, motivation, and auditory ability factors. This report is a continuation of a previous one (Leino 1972) in which the relationships of personality and intelligence to foreign language teaching were investigated. The population studied…

Similarities among ethnolinguistic groups are greater than differences. It is the belief in the influence of culture and language on basic structures of thought and personality that divides groups, not the structures themselves. However, linguistic differences among ethnic groups are real. The linguistic distinctiveness of a particular ethnic…

The discussion of bilingualism and bilingual education focuses on three common concerns: (1) whether children will suffer if they become bilingual; (2) whether they will suffer from education using two languages; and (3) whether bilingualism and bilingual education are more successful when chosen or when imposed on a population. The three…

This annotated bibliography contains 33 references related to the topic of individual difference correlates of second-language achievement found in 26 journals available in the University of Western Ontario, and follows up a 1988 bibliography covering the years 1984-1987. Bibliographic information provided includes author, title, source, abstracts…

This is a discussion on the role that cognitive and affective variables play in second language learning. The variables under consideration are: (1) intelligence; (2) language aptitude; (3) motivation; and (4) anxiety. Specifically, this report focuses on the importace of attitudinal and motivational factors in achievement. Research is reviewed…