This study investigated how students' self-reported individual differences predicted second language (L2) spoken discussion task output, an objective behavioral outcome, in the Japanese university English as a Foreign Language (EFL) context. Although numerous psychological theories are used as a rationale for task-based language teaching (TBLT),…

The present study investigates the use of generative strategies and their effect on second language (L2) vocabulary retention and learner confidence in vocabulary knowledge over time. Generative strategies (or generation) are one in a group of learning methods known as desirable difficulties -- strategies that improve long-term learning by adding…

Reading self-beliefs, comprising self-concept and self-efficacy, play a pivotal role in shaping students' learning engagement and learning outcomes. However, existing literature on the self-beliefs of school-entry students primarily originates from Western contexts, and the exploration of differences in self-beliefs, engagement in learning, and…

This book provides an overview of affective individual variables that are considered relevant for second language learning and outlines a novel approach to researching them. In the first part of the book, the most prominent concepts and theories in connection with affective individual variables and tasks are discussed, followed by a literature…

As an intimidating school subject for students globally, writing requires a high level of motivation, especially for second language (L2) learners. Despite abundant research on motivation in both first language (L1) writing and L2 learning, L2 writing motivation warrants more attention. To bridge the gap, the study intends to present an overall…

This paper is a quantitative study about learners' engagement and self-efficacy within a Virtual Reality (VR) learning environment while studying vocabulary in English in a classroom implementing a Content and Language Integrated Learning (CLIL) approach. VR was used as a tool for students to learn and better understand specific concepts studied…

As the final phase of the translation process, self-revision has traditionally been a relatively neglected component despite it being widely acknowledged as critical to achieving high-quality translation and in translator training. To identify effective educational interventions for self-revision, the current paper reports on a study that…

This investigation examined English as a foreign language (EFL) teachers' perceptions of their self-efficacy in using instructional strategies in the context of the Mekong Delta of Vietnam. The research was designed as a descriptive research collecting quantitative and qualitative data from a questionnaire and semi-structured interviews. Forty-six…

Self-efficacy is a well-known individual difference variable within second language acquisition research (SLA), shown to have predictive validity in language learning contexts. Collective-efficacy (CE), a group level construct, has remained relatively untouched by researchers despite its potential importance in formal language learning contexts,…

Task-based language teaching (TBLT) is one of the most effective approaches to language teaching. Teachers should provide students with task-based activities which will motivate students to learn. Task-based writing instruction provides educators with effective ways to integrate social and emotional skills with writing skills. The contemporary…

This dissertation research examines the acquisition of second language vowels. For second language learners, learning a new languages' sound inventory, particularly its vowels, presents a challenge perceptually and in terms of production. Incorrectly perceiving and producing sounds in a second language results in a foreign accent in many adult…

This paper reports on a qualitative inquiry into Japanese students' self-regulated learning processes to improve their listening proficiency outside the classroom in an English as a foreign language context. Four Japanese university students with different levels of self-efficacy and listening outcomes were closely examined from a social cognitive…

This cross-sectional study compares the written language of Thai EFL students in their first two years of university study. First- and second-year students (N = 170) wrote opinion paragraphs by hand in response to six prompts. Using automated textual analysis tools, clausal (subordination), phrasal (coordinated phrases and complex nominals), and…

A number of studies have been conducted regarding self-efficacy in the field of foreign language learning. Yet, with the popularity of mobile learning, research on the relationship between mobile learning and self-efficacy in this field is still limited. To bridge the gap, the study aims to investigate the effects of mobile learning on students'…

Willingness to communicate (WTC) reflects an intersection between instructed second language acquisition and learner psychology. WTC results from the coordinated interaction among complex processes that prepare second language (L2) learners to choose to use their L2 for authentic communication. Prior research has revealed considerable complexity…