We used a data set with n = 1,603 learners of foreign languages (FL) to develop and validate the short form Foreign Language Enjoyment Scale (S-FLES). The was split into 2 groups, we first sample short-form measure. A 3-factor hierarchical model language enjoyment (FLE) uncovered, FLE as higher-order factor teacher appreciation, personal enjoyment, social 3 lower-order factors. selected items f...

Abstract Recent research has confirmed the predictive effect of general foreign language (FL) achievement on Foreign Language Enjoyment (FLE) and Classroom Anxiety (FLCA). However, few studies have examined domain-specific in shaping FL learning emotions. The present study thus aims to examine how FLE FLCA are linked overall self-perceived six different domains across listening, speaking, readi...

Abstract Research among bilinguals suggests a foreign language effect for various tasks requiring more systematic processing style. For instance, seem less prone to heuristic reasoning when solving problem statements in their (FL) as opposed native (NL) language. The present study aimed determine whether such an might also be observed the detection of semantic anomalies. Participants were prese...

This quantitative study investigates the potential relationships among foreign-language self-efficacy (FL self-efficacy), self-regulation, anxiety (FLA), class attendance and academic achievement in English language. The participants were 344 EFL learners who enrolled a one-year preparatory programme at state university Turkey to improve their overall proficiency. Criterion sampling was used se...

The present study sought to understand the nature and level of foreign language (FL) anxiety among primary school students relationship between FL achievement. Changes in across groups three years were also examined. A total 631 (324 male, 307 female) aged 9–11 completed Foreign Language Classroom Anxiety Scale (FLCAS) that measured students’ anxiety. Our participants’ achievements as by low-st...

It has been widely accepted that language is not only a system of rules, but a dynamic resource for the creation of meaning. In that sense, it is essential to distinguish between knowing various grammatical rules and being able to use these rules effectively when communicating. This view has underpinned one of the most popular approaches to language – communicative language teaching. The aim of...

This is a quanti-litative case study that parts of theory sociocultural principles applied to Second Language (SL) and Foreign Language (FL) Acquisition and studies in Computers in Education in order to investigate the effects of a pedagogical agent's (PA) mediation with specific mediation strategies in English as a foreign language (EFL) collaborative learning in a virtual environment. From th...