Guided by Dynamic Systems Theory (DST) and multidimensional perspectives on individual differences (IDs) in instructed second language (L2) learning (e.g., Larsen-Freeman, 2014; Sun & Zhang, 2020), this longitudinal mixed-methods study focuses on three conceptually different categories of L2 learners' IDs: working memory (WM), motivation, and…

This research focusses on the analysis of learning experience. Together with the other factors of motivational structure: Intrinsic motivation, Personal goals, Attractivity of foreign language community, and Worries about learning, it creates motivational profile of foreign language (FL) learners. The analysis is based on the theoretical concept…

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…

The variable success in learning a second language (L2) may be best explained by varying degrees of motivation. This study investigated whether individual differences in appraisal dimensions of motivation explained explicit and implicit syntactic knowledge. Participants learned three syntactic structures under implicit and explicit training…

Since the 1990s, many researchers in the field of Second Language Acquisition (SLA) have become focused on second/foreign language learners' motivation to learn a language, and the role of motivation in determining future success. However, much of the research agenda has revolved around the acquisition of English as an Additional Language, and…

This article describes the development of a new questionnaire for assessing L2 learners' language attitudes. Drawing on theoretical work in the fields of social psychology and applied linguistics, the author reviewed the concept of (language) attitudes and contrasted them with the concept of (language) motivation. This thorough literature review,…

This article presents the main qualitative findings from a mixed-methods study which applied Zoltán Dörnyei's L2 Motivational Self System to explore the L2 motivation of 291 non-English major students in a regional university in Thailand. This article focuses on exploring three highly-motivated underprivileged students' English motivation to gain…

Integration of technology in language learning has become a recommendable initiative for English as Second Language (ESL) instructors. Previous studies have noted remarkable improvement of students' learning through the integration of games in classroom teaching. However, little attention has been given to the integration of games element in…

Vocabulary mastery is critical to English as Foreign Language students. Mobile technologies enable students to learn vocabulary without space and time limitations. However, existing mobile-assisted vocabulary learning research often employed teacher-directed activities that increased instructors' workload, undermined student motivation or targeted…

Addressing language learning motivation, Dörnyei's second language (L2) Motivational Self-system (L2MSS) theory consists of three components: (1) "Ideal L2" self which refers to all the language-related characteristics a person wishes to have in the future, (2) "Ought-to L2 self" which concerns the language-related attributes…

Mobile touchscreen applications present new opportunities for children's language learning. This systematic review synthesizes the evidence on the impact of features of mobile applications on children's language learning. Experimental studies published from 2010 onwards with children aged 3 to 11 years old were included. Of the 1,081 studies…

Research on vocabulary acquisition in digital game-based learning has been increasing over the years, with advancements in technology giving rise to numerous learning alternatives in second language acquisition. As virtual reality gaming offers new opportunities to explore its effectiveness in language learning, it is thus important to investigate…

Besides being promoted as a way to improve target language proficiency, Content and Language Integrated Learning (CLIL) is also believed to positively impact socio-affective variables such as language attitudes and motivation. Yet, few extensive empirical studies exist on these aspects in CLIL. The present contribution aims to address this gap in…

French immersion (FI) programs in Canada have historically served predominantly Canadian-born, English-speaking students and families in their endeavour to learn both of the country's official languages, French and English. However, FI programs are becoming increasingly culturally and linguistically diverse as a result of increased global…

This article aims to contribute to the explanation of why bilingual education (CLIL) may reduce the differences in motivation and English proficiency commonly seen between students from different SES backgrounds (Shepherd and Ainsworth 2017). From a mixed-methods approach involving a questionnaire and focus group interviews, fourth year Secondary…