The significance of the body in learning and speaking a foreign language is an under-researched topic in a field characterized by a strong focus on cognition and sociolinguistics. This paper is designed to contribute to a newly emerging line of inquiry addressing the move away from the pure linguistic approach towards a more humanistic…

Despite an increasing number of studies that explore language learning beyond the classroom (LBC), research examining LBC activities in relation to in-class learning is very limited. This paper investigates what kinds of LBC activities university students of Chinese and Japanese in Australia engage in and how they connect these activities to…

Students' perceived teacher support (SPTS) is considered crucial to students' learning. But most existing SPTS scales were developed for the field of general education, and there is a lack of studies that attempt to develop a tailored scale specifically for the context of EFL learning. This study interviewed 86 Chinese college EFL learners and…

The purpose of this hermeneutic phenomenological study was to understand the lived experiences of foreign language anxiety or xenoglossophobia, for college students enrolled in foreign language courses at The Southern University. The topic was guided by Krashen's theory of second language acquisition, as it relates to many aspects of the actual…

The process of any language learning is a complex construction of objectives. Any goal is influenced by internal or external factors such as motivation, culture, previous experiences, attitudes, etc. This study aims to recognize and understand the distinct learners' attitudes during their learning progress. This research is conducted as a case…

Previous research has proposed a crucial role for critical experiences in language learning to better understand how learners understand and discursively construct their self-concept (Mercer, 2011, 2016; Serafini, 2020a; Thompson, 2020). However, studies have mainly explored critical experiences in the narratives of foreign language learners of…

Students' emotional engagement in the context of second language and foreign language classrooms can be seen as a multidimensional construct to include cognitive, behavioral, social, and emotional dimensions of engagement. In Applied linguistics research, however, the term "engagement" is shared intuitively and optimally for language…

The abrupt transition from face-to-face (F2F) to online learning during the COVID-19 pandemic impacted students' learning experiences in many ways. This survey-based study investigated the perceptions of 117 university students enrolled in beginner, intermediate, and advanced foreign language courses (French, Italian, Portuguese, Spanish) of their…

If maximal exposure were the key to success in language learning, then adult learners at the university level would be doomed to fail. Not only are they presumably too old to learn additional languages effectively, but target language (TL) input appears to be insufficient, especially when other languages are allowed in class. Nevertheless,…

Three experiments explored how retrieval practice and corrective feedback affect a third language (L3) vocabulary learning. In the first two experiments, Chinese-English bilinguals without prior French language experience studied English (Second Language, L2)--French (L3) word pairs in repeated studying or retrieval practice without (Experiment…

As Chinese shows both satellite- and verb-framed properties (Slobin, 2004; Talmy, 2012, 2016), it provides a unique lens through which to observe the extent of first-language (L1) typological influence in second language (L2) acquisition of motion expressions. This study has dual purposes. First, it extends Wu's (2016) investigation on motion…

Language program evaluation is a complicated field of practice, especially for models that are not commonly implemented in higher education. This article features Languages Across the Curriculum (LAC), a lesser-known program model, reporting on a qualitative evaluative program study taking place in a Northeastern university. It identifies…

The present dissertation is a synthesis and meta-analysis of the 15-year-old research domain of the L2 Motivational Self System (L2MSS) model initiated by Dornyei (2005). The study is based on data from 100 studies involving 144 unique samples and 51,905 participants, and it addresses the inter-relationships of L2MSS elements (i.e., the Ideal L2…

The problem is English language learners (ELLs) in adult education and college programs in the United States need support in achieving learning goals due to a lack of qualified English as a second language (ESL) teachers in their home countries. The purpose of this basic qualitative study was to understand how ELL students in Indiana perceive the…

This study aimed to understand the utilization of VLE in Non-Arabic Speaking Learners' classrooms from the perspective of Arabic teachers in higher education institutions. Purposive sampling was utilized to pick the research sample for this study. Then, the sample used for this study consisted of 3 Arabic language teachers. One-to-one in-depth…