What Makes Good Language Learners? A Study of EFL Students’ Motivational Profiles

Exploring the L2 Motivational Self System: a study of moroccan undergraduate students’ motivation to learn English and French

How Do Motivational Profiles Influence Students’ Perception of Adaptive Learning Support?

Abstract: Given the increasingly heterogeneous learning prerequisites of students, teachers’ adaptive learning support (ALS) represents a key factor in effective instruction. The present study investigated how students in upper secondary German language classes perceive their teachers’ ALS and to what extent these perc...

L2 Motivational Self System and Chinese Character Achievement: A Study of Beginning-Level Lao Mandarin Learners

FOSTERING LEARNER AUTONOMY THROUGH ICT IN A MEXICAN UNIVERSITY CONTEXT

The findings suggest that students rely mainly on emotional and social resources to sustain autonomy, highlighting the need for pedagogical interventions that foster affective regulation, peer collaboration, and the strengthening of metacognitive skills.

Second Language Learners’ Self-Efficacy: Theoretical Basis, Mechanisms, and Intervention Strategies

Self-efficacy is an important psychological element influencing the efficiency of foreign language learning. Recently, the research on second language acquisition has been moving from cognitive aspects to emotional factors during the learning process, and the self-efficacy of second language learners has become a signi...

Classroom feedback through learners’ eyes: non-English major students’ growth-oriented learning behavior in EFL higher education

Although corrective feedback has been widely studied in EFL contexts, limited research has examined how specific types of classroom feedback relate to non-English major students’ growth-oriented learning behavior (GOLB), particularly in higher education. Previous research has tended to emphasize linguistic accuracy, wi...