Results 51 to 60 of about 2,008,503 (255)

Modeling the Paths from L2 Use and Socio‐Affective Variables to Communication Skills: A Mixed‐Methods Approach

TESOL Quarterly, EarlyView.
Abstract Previous research demonstrated that communication anxiety reduces L2 learners' willingness to communicate and communication frequency, but left unexplored its impact on performance. The current mixed‐methods study investigated factors impacting L2 communication skills.
Debra M. Hardison
wiley   +1 more source

Communicative Drills: The Impact of Communicative Intent on Oral Proficiency

TESOL Quarterly, EarlyView.
Abstract This exploratory study investigated the role of communicative intent in second language (L2) oral practice by comparing communicative and meaningful drills. English language learners played a game designed to elicit repeated use of the second conditional.
Jonathan Serfaty
wiley   +1 more source

The Effect of Concept Mapping on L2 Writing Performance: Examining Possible Effects of Trait-Level Writing Anxiety

English Language Teaching, 2014
Research on anxiety in a foreign language-learning context is well-documented; however, few studies have directly focused on anxiety occurring within writing contexts despite the fact that writing anxiety is known to affect students’ learning. The present study examined the effectiveness of concept mapping considering students’ writing anxiety ...
Machida, Naoko, Dalsky, David J.
openaire   +1 more source

Implementing Argument‐Based Validity in Second Language Research on Individual Differences

TESOL Quarterly, EarlyView.
Abstract Quantitative meta‐syntheses focusing on the psychometric properties of measurement tools in second and foreign language (L2) individual differences (ID) research have drawn scholars' attention to the quality of data collection instruments (Plonsky & Derrick, 2016; Sudina, 2023).
Katalin Piniel, Ekaterina Sudina
wiley   +1 more source

The effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation [PDF]

, 2008
This study considered the effects of trait emotional intelligence (trait EI; Petrides & Furnham, 2001) and sociobiographical variables (age, gender, education level, number of languages known, age of onset of acquisition, context of acquisition ...
Petrides, K.V., Dewaele, Jean-Marc, Furnham, A., Vargas-Vera, Maria, Maria Vargas-Vera, Enrico Motta, Nagy, Miklos, Motta, Enrico, Miklos Nagy   +8 more
core   +1 more source

Effects of Motivational Interventions on EFL Learners' Learning Effort and Achievement: An L2 Motivational Self System Perspective

TESOL Quarterly, EarlyView.
Abstract Grounded in the L2 motivational self system theory, this quasi‐experimental study investigated the impact of three motivational interventions on two outcome measures: L2 learning effort and L2 achievement. A total of 391 Chinese junior secondary students were assigned to four conditions: a control group receiving no motivational instruction ...
Xuejun Ye, Guangwei Hu
wiley   +1 more source

AI-associated academic writing anxiety in AI-assisted contexts: evidence from Chinese EFL postgraduate students

Frontiers in Psychology
IntroductionAI adoption in academic writing provides support but also introduces uncertainty for L2 learners. Research has focused on tool effectiveness and acceptance, with limited attention to how technology perceptions influence emotional experiences,
Yaoqin Zhang
doaj   +1 more source

Growth mindset and emotions in tandem: Their effects on L2 writing performance based on writers’ proficiency levels

, 2023
A growth mindset (GM), defined as an individual's perception that their intellectual ability is malleable, has been the subject of extensive research attention, as it can facilitate learning in many contexts.
Cheong, Choo Mui, Choo Mui Cheong, Zhang, Jiahuan, Yuan Yao, Yao, Yuan, Jiahuan Zhang   +5 more
core   +1 more source

Language Teacher Educator Identity, Wellbeing and Agency Nested in a Community of Practice: A Collaborative Autoethnography

TESOL Quarterly, EarlyView.
In this collaborative autoethnography, we, as three university‐based language teacher educators in Türkiye, explore how our community of practice (CoP) acted as a catalyst in navigating our identity tensions, boosting our wellbeing and contributing to our agency.
Yasemin Tezgiden‐Cakcak, Aycan Demir‐Ayaz, Işıl Günseli Kaçar   +2 more
wiley   +1 more source

An Investigation of L2 Learners’ Writing Self-Efficacy, Writing Anxiety and Its Causes at Higher Education in Turkey

International Journal of Higher Education, 2015
The present study aimed at investigating higher education L2 learners in a Turkish context in terms of writing self-efficacy, writing anxiety, and the causes of writing anxiety. The data have been collected through the Second Language Writing Anxiety Inventory (SLWAI), developed by Cheng, (2004), and Causes of Writing Anxiety Inventory (CWAI), and ...
Özkan Kırmızı, Gülin Dağdeviren Kırmızı   +1 more
openaire   +2 more sources