The area of individual differences (ID) in second language (L2) has been a point of interest for many researchers; however, the impact of ID on the writing performance of L2 learners has not been explored exhaustively. Only a limited number of studies have examined the role of language aptitude, vocabulary size, and working memory (WM) on L2…

The present study investigated the interactions of trait emotional intelligence (trait EI), foreign language anxiety (FLA), and foreign language enjoyment (FLE) in the foreign language speaking classroom. Data collected from 274 Chinese postgraduate EFL learners showed that the subjects generally had medium to high scores on global trait EI; in…

Artificial intelligence (AI) is useful to English as a foreign language (EFL) learners, but there is a paucity of research on how they perceive AI. Contextualized in a Chinese university setting, this study investigated Chinese university EFL learners' perceptions of Grammarly in English writing. Based on an extended technology acceptance model…

Adapted from the Technology Acceptance Model (TAM), the Integrated Model of Technology Acceptance (IMTA) has been used to examine the perceptions and acceptance of computer-assisted language learning (CALL), such as online learning, mobile learning, and learning management systems. However, whether IMTA can be applied to empirical research on…

The purpose of this correlational study was to investigate the relationship between academic performance self-reported GPA, Foreign Language Classroom Anxiety FLCA, and The International English Language Testing System IELTS scores among Saudi international students attending college in the United States, and to discover how this relationship…

The COVID-19 pandemic has changed the university admissions and proficiency testing landscape. One change has been the meteoric rise in use of the fully automated Duolingo English Test (DET) for university entrance purposes, offering test-takers a cheaper, shorter, accessible alternative. This rapid response study is the first to investigate the…

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…

Second language anxiety is an emotional reaction that diminishes second language learners' academic performance. Researchers have identified cognitive and affective factors as contributors to students' classroom anxiety reactions, yet few studies have examined the concurrent effect of those factors. This study employed survey questionnaires to…

Developing effective aptitude test batteries for conference interpreting is highly relevant for China given its large and fast-growing interpreting trainee population. This paper reports on the aptitude tests implemented to 23 first-year students at a CIUTI member and UN MOU university in China. We compared the validity of recall, a test commonly…

This study investigated U.S. undergraduates' perceptions of non-native speakers' (NNS) speech which had received 100% proficiency scores on the TOEFL iBT test. Fifty-five U.S. undergraduates rated 20 speech samples for comprehensibility, accentedness, and acceptability. The speech samples were also analyzed for acoustic fluency. Descriptively,…

Online education transforms many aspects of teaching and learning in higher education. International students studying abroad already face considerable stress and negative emotions, and the transition to online learning can further intensify their learning anxiety. This study systematically investigated the factors associated with international…

The Bottleneck Hypothesis argues that properties of inflectional morphology explain why second-language learners may face persistent difficulties in articulating meaning in target-language forms. In particular, the acquisition task proves even harder when first and second languages differ in the way they organize the mapping of functional features…

Cognitive factors have been recognised as important in the interpreting process, but whether they could serve as valid components of interpreting aptitude still awaits further investigation. This study explores the predictive value of cognitive fluency in the simultaneous interpreting (SI) performance of trainee interpreters. Cognitive fluency…

As a form of aptitude testing for interpreting, recall across languages has long been considered as a valid means of assessing candidates' linguistic, cognitive and communicative abilities. However, most of the existing research on this topic is only derived from the consensus among or the professional experience of interpreting researchers,…

This study aims to identify which technology-based out-of-class activities are more commonly used by Iranian EFL learners outside language classrooms. Furthermore, it explored the relationship between the use of technology-based out-of-class language learning activities (TBOCLLAs) by EFL learners and three individual learner characteristics such…