Although studies have consistently found negative correlations between second language (L2) anxiety and L2 achievement, the anxiety concept is criticized for the failure to consider confounding variables, particularly first language (L1) achievement, in the relationship between language anxiety and language achievement. Also, past studies tend to…

The learning of a second language is distinct from other types of learning, and involves a complex interplay of cognitive, affective, motivational, and emotional factors. Two important factors are language mindsets, the beliefs that learners hold regarding their language learning ability, and foreign language anxiety, the language…

Language teachers cannot help their students develop high levels of metalinguistic knowledge and language aptitude if they themselves are found lacking in these abilities. This article reports on a study that utilised a descriptive correlational mixed-methods research design to gather data from 89 multilingual teachers of English, Chinese, French,…

Purpose: Cluttering is a fluency disorder that has been noted clinically in individuals with fragile X syndrome (FXS). Yet, cluttering has not been systematically characterized in this population, hindering identification and intervention efforts. This study examined the rates of cluttering in male young adults with FXS using expert clinical…

This paper examines evidence for relationships among individual differences (IDs) in L1 achievement, L2 aptitude, and L2 achievement. It begins by providing an overview of my academic journey from L1 educator to L2 researcher and explains the development of the Linguistic Coding Differences Hypothesis (LCDH). Next, I review Peter Skehan's…

Past studies on aptitude for interpreting have investigated the correlation between personal traits and achievement, yet relatively few have singled out students' emotional state as an important aptitude constituent or tracked its developmental patterns. To address this gap, the present study followed 116 Chinese students of interpreting for five…

Second language learning is the long-term time process of commitment to seeking a high degree of success. In this manner, the majority of learners get more experience of success than failure. However, a small number of learners involve a string of repeated failures arising from the lack of self-confidence and a feeling of hopelessness. Thus, the…

Second language (L2) anxiety has been the object of constant empirical and theoretical attention for several decades. As a matter of both theoretical and practical interest, much of the research in this domain has examined the relationship between anxiety and L2 achievement. The present study meta-analyzes this body of research. Following a…

Adult second language (L2) learning often exhibits great variability in its rate and outcome. Although research shows that learning trajectories are partly shaped by social and contextual factors (e.g. Larson-Hall, 2008), certain learner factors play an important role in enhancing L2 pronunciation learning by helping L2 learners notice and process…

High school students' beliefs toward their abilities could be fixed or malleable, and mindset may differ between boys and girls. The aim of this article is three-fold: to examine the beliefs of students as to whether their abilities are fixed or malleable in the context of English language learning, to know if mindsets of boys and girls are…

A unique anxiety for foreign language (L2) learning has been hypothesized to explain students' problems with language learning. However, L2 anxiety instruments have been challenged on the grounds that they reflect students' language learning ability and/or perceptions of their language learning skills. In this study, 266 U.S. high school students…

This research paper tends to focus on comparison and contrast between first and second language learning. It investigates the different factors that have inhibiting influences on the language learning process of the learners in the two different environments. There are many factors involved in this respect. The age factor is one of the vital…

Second language (L2) educators have proposed a unique anxiety for general L2 learning and an anxiety specific to L2 reading. Since the early 1990s, the L2 anxiety concept has been challenged on theoretical and empirical grounds. In this investigation, U.S. high school L2 learners were administered the Foreign Language Reading Anxiety Scale (FLRAS)…

This study investigates whether there is a relationship between anxiety levels and belief patterns of Turkish EFL students in relation to level of instruction. A total number of 207 students voluntarily participated in the study. To gather quantitative data, adapted Turkish versions of Beliefs about Language Learning Inventory (BALLI) and Foreign…

A meta-analysis was conducted to examine the construct validity of language aptitude by synthesizing the existing research that has been accumulated over the past five decades. The study aimed to provide a thorough understanding of the construct by aggregating the data reported in the primary research on its correlations with other individual…