Foreign or second-language (L2) pre-service teachers (PSTs) are simultaneously learners and teachers of the target language, adding to the complexity of teacher education. How these two identities are intertwined with their pedagogical beliefs and dominant ideologies has not been fully investigated, especially with PSTs in longitudinal studies. To…

This study investigated how the inclusion of model texts as a feedback technique affected students' task motivation and engagement in writing tasks. Adopting a longitudinal design, 60 English as a foreign language (EFL) children (aged 11-12) were divided into three groups: a treatment group, a long-term treatment group, and a control group. The…

In an attempt to measure the dynamic features of foreign language enjoyment (FLE), we adopted a longitudinal confirmatory factor analysis-curve of factors model (LCFA-CFM) approach to substantiate the validity of the original FLE scale (Dewaele and MacIntyre [(2014. "The Two Faces of Janus? Anxiety and Enjoyment in the Foreign Language…

Pre-class learning plays a crucial role in the teaching and learning of the flipped classroom. While it is a challenging task to stimulate students to engage in pre-class autonomous learning, especially for the learning of a foreign language that requires a long-term commitment. In this study, we dealt with the problem of how to improve and…

In Japan, calls for students to become global human resources (GHR) has placed pressure on universities to internationalise. Traditionally, Japanese universities have relied on student mobility to foster GHR, but a decline in mobility numbers has highlighted the need for educators and administrators to consider how an intercultural mindset can be…

This longitudinal study tracked ten L1 English-speaking learners' acquisition of Spanish voiceless stops /ptk/ by measuring their voice onset time (VOT) over an academic year in two distinct contexts of learning. Living in a Spanish-speaking dorm, participants in the experimental group experienced a "domestic partial-immersion," in which…

The Purpose: Despite a large number of studies in online learning, limited studies have focused on language learners' metacognition, motivation, and self-efficacy beliefs in the online learning setting. This study attempts to fill this gap by evaluating how the three factors impact learners' English learning achievement in online learning…

This longitudinal study with time-serial data examines for the first time whether different types of intraindividual variation in second language (L2) performance and cognitive functioning are related, and how and when they influence L2 development longitudinally in older adulthood. We analyzed the L2 development of 26 German-speaking adults aged…

The present longitudinal study investigated the changes of FLE (foreign language enjoyment) and FLA (foreign language anxiety) over time in the foreign language classroom and their relationship with foreign language learning motivation and learners' personality traits. Fifty-five college students completed an FLE/FLA questionnaire after English…

This study longitudinally examined the effects of cognitive and sociopsychological individual differences (aptitude, motivation, personality) and the quantity and quality of second language (L2) experience on L2 speech gains in naturalistic settings. We elicited L2 spontaneous speech from 50 Chinese learners of English at the beginning and the end…

Using Gyeonggi Educational Panel Study data on 4051 Korean students (N = 4051; 1967 female, 2084 male) from 63 middle schools, this longitudinal study investigated the growth trajectory for second/foreign language (L2) achievement and associations with various L2 motivational factors by using a multilevel latent growth curve model in…

Motivational interactions during multiple language learning have been largely neglected in language motivation research. To fill this gap, we investigate longitudinal relations between Swiss German students' value beliefs in English, French, and German in upper secondary schools and whether there are differences in motivational development between…

Multiple previous studies in language learning have examined the static effect of various independent variables on Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA), but little attention has been given to the dynamic features of these two learner emotions. The present study is based on a pseudo-longitudinal design to…

While there has been a surge of publication on L2 motivation studies, not much has been investigated regarding motivation to learn languages other than English. As a longitudinal interview study, the present study investigated two cases of Japanese university students focusing on the development of ideal L2/L3 self and ideal multilingual self. The…

Despite the growing body of studies on collocation learning in SLA research, there are hardly any studies taking the perspective of the individual learner or studies that have examined the effect of individual differences. This study--a qualitative component of a mixed-methods longitudinal project--presents an in-depth exploration of the intro-…