Pub Date : 2025-09-30DOI: 10.1177/13621688251367847
Andie Faber, Christina Beaubien
Given that the classroom is a social context that can either satisfy or frustrate learner motivation, pedagogical strategies bound by controlling evaluative frameworks, such as traditional grading systems (TGS), provide little support for long-term learning. This is especially concerning in the world language (WL) classroom where successful learning outcomes are determined by both affective and contextual factors. To this end, this action research examines the design and implementation of an ungrading pedagogical framework we have titled Contract-Based Ungrading (CBU), in order to explore how evaluative systems interplay with motivational factors in the WL classroom. Data sources included teacher and learner artifacts as well as anonymous questionnaires, analyzed using content analysis and extreme case sampling. Following a self-determination theory framework, findings suggest that CBU offers key ingredients for autonomy, competence, and relatedness, which promote motivation in the WL classroom, offering potential for engaged learner participation as well as long-term, meaningful language learning.
{"title":"Exploring motivation: Contract-based ungrading in intermediate Spanish courses","authors":"Andie Faber, Christina Beaubien","doi":"10.1177/13621688251367847","DOIUrl":"https://doi.org/10.1177/13621688251367847","url":null,"abstract":"Given that the classroom is a social context that can either satisfy or frustrate learner motivation, pedagogical strategies bound by controlling evaluative frameworks, such as traditional grading systems (TGS), provide little support for long-term learning. This is especially concerning in the world language (WL) classroom where successful learning outcomes are determined by both affective and contextual factors. To this end, this action research examines the design and implementation of an <jats:italic>ungrading</jats:italic> pedagogical framework we have titled Contract-Based Ungrading (CBU), in order to explore how evaluative systems interplay with motivational factors in the WL classroom. Data sources included teacher and learner artifacts as well as anonymous questionnaires, analyzed using content analysis and extreme case sampling. Following a self-determination theory framework, findings suggest that CBU offers key ingredients for autonomy, competence, and relatedness, which promote motivation in the WL classroom, offering potential for engaged learner participation as well as long-term, meaningful language learning.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"57 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145254563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-19DOI: 10.1177/13621688251368649
Guofang Zeng
Foreign language teaching anxiety (FLTA) was reconceptualized as a multidimensional construct, involving both linguistic, target language-related anxiety and non-linguistic, general teaching anxiety. However, the interaction of these two types of anxieties, and the extent to which that interaction differs between pre-service and in-service teachers, remains untapped. To address this gap, this study surveyed 170 pre-service and 186 in-service English teachers. Psychological network analysis was used to visualize intricate interrelationships among linguistic and non-linguistic FLTA dimensions within each group. Results showed that linguistic and non-linguistic dimensions were intricately interconnected within both teacher groups. Notably, self-perception of language proficiency and lack of student interest emerged as the most central dimensions in the pre-service and in-service teacher networks, respectively. Furthermore, network comparison tests identified significant differences in two interrelationships: lack of student interest-fear of negative evaluation, and teaching inexperience-fear of negative evaluation. These results advanced our understanding of FLTA by highlighting its complexity and situational specificity through a complex systems lens. Practical implications for teacher education and instructed second language acquisition were also discussed.
{"title":"Foreign language teaching anxiety between pre-service and in-service English teachers: A psychological network analysis","authors":"Guofang Zeng","doi":"10.1177/13621688251368649","DOIUrl":"https://doi.org/10.1177/13621688251368649","url":null,"abstract":"Foreign language teaching anxiety (FLTA) was reconceptualized as a multidimensional construct, involving both linguistic, target language-related anxiety and non-linguistic, general teaching anxiety. However, the interaction of these two types of anxieties, and the extent to which that interaction differs between pre-service and in-service teachers, remains untapped. To address this gap, this study surveyed 170 pre-service and 186 in-service English teachers. Psychological network analysis was used to visualize intricate interrelationships among linguistic and non-linguistic FLTA dimensions within each group. Results showed that linguistic and non-linguistic dimensions were intricately interconnected within both teacher groups. Notably, self-perception of language proficiency and lack of student interest emerged as the most central dimensions in the pre-service and in-service teacher networks, respectively. Furthermore, network comparison tests identified significant differences in two interrelationships: lack of student interest-fear of negative evaluation, and teaching inexperience-fear of negative evaluation. These results advanced our understanding of FLTA by highlighting its complexity and situational specificity through a complex systems lens. Practical implications for teacher education and instructed second language acquisition were also discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"3 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145089611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-19DOI: 10.1177/13621688251368241
Khulod Aljehani, Marko Modiano
This study examines how novice female English language teachers who are LX (non-native) speakers construct their professional identities within the context of a Saudi Arabian university. The dichotomy of the ‘native’ and ‘LX practitioner’, which is often power-driven rather than skill-based, persistently leads to the marginalization of teachers who are LX speakers of English. Drawing on the narratives of four female instructors, this qualitative study explores how these teachers navigate institutional exclusion and position themselves within their professional communities. Framed by the concept of individual agency management, the findings reveal how participants employ various forms of agency – resistance, participation, and refusal – to assert and sustain a positive self-image. Despite feeling disempowered by the context, the participants each maintained a strong self-image as English teachers, which stems from various socio-cultural factors.
{"title":"Constructing professional identity as novice TESOL teachers in a Gulf state","authors":"Khulod Aljehani, Marko Modiano","doi":"10.1177/13621688251368241","DOIUrl":"https://doi.org/10.1177/13621688251368241","url":null,"abstract":"This study examines how novice female English language teachers who are LX (non-native) speakers construct their professional identities within the context of a Saudi Arabian university. The dichotomy of the ‘native’ and ‘LX practitioner’, which is often power-driven rather than skill-based, persistently leads to the marginalization of teachers who are LX speakers of English. Drawing on the narratives of four female instructors, this qualitative study explores how these teachers navigate institutional exclusion and position themselves within their professional communities. Framed by the concept of individual agency management, the findings reveal how participants employ various forms of agency – resistance, participation, and refusal – to assert and sustain a positive self-image. Despite feeling disempowered by the context, the participants each maintained a strong self-image as English teachers, which stems from various socio-cultural factors.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"79 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145089608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-19DOI: 10.1177/13621688251368643
Shin-Hye Hong, Shu Ching Yang
This study examines the design, implementation, and outcomes of a mobile-assisted Korean language (MAKL) blended course that aims to enhance learning of Korean as a foreign language (KFL) at university level. This course, which is grounded in the attention, relevance, confidence, and satisfaction (ARCS) motivational framework and a triarchic model of cognition, emotion, and language performance, integrates multimedia resources, LINE-based scaffolding, and culturally immersive peer interactions with the goal of promoting engagement and self-regulated learning. The findings of this research reveal that the participating students achieved significant linguistic growth, improved their emotional resilience, and developed adaptive strategies that enabled them to overcome linguistic, cognitive-affective, technical, and self-regulatory challenges. Collaborative learning and individualized support were particularly effective ways of reducing learners’ anxiety and enhancing their self-efficacy. The course also contributed to the instructor’s professional development through reflective practice and pedagogical innovation. External evaluations by experts in Korean language education validated the instructional effectiveness of the course and its impacts on learner outcomes. This study offers a replicable, theory-informed model for the design of KFL curricula that emphasizes motivational scaffolding, technological responsiveness, and reflective pedagogy. This research thus contributes to broader discussions concerning digital innovation in the context of language learning and the evolving role played by blended environments in efforts to promote sustainable language acquisition.
{"title":"Enhancing Korean as a foreign language learning through a mobile-assisted blended course: A triarchic and motivational perspective","authors":"Shin-Hye Hong, Shu Ching Yang","doi":"10.1177/13621688251368643","DOIUrl":"https://doi.org/10.1177/13621688251368643","url":null,"abstract":"This study examines the design, implementation, and outcomes of a mobile-assisted Korean language (MAKL) blended course that aims to enhance learning of Korean as a foreign language (KFL) at university level. This course, which is grounded in the attention, relevance, confidence, and satisfaction (ARCS) motivational framework and a triarchic model of cognition, emotion, and language performance, integrates multimedia resources, LINE-based scaffolding, and culturally immersive peer interactions with the goal of promoting engagement and self-regulated learning. The findings of this research reveal that the participating students achieved significant linguistic growth, improved their emotional resilience, and developed adaptive strategies that enabled them to overcome linguistic, cognitive-affective, technical, and self-regulatory challenges. Collaborative learning and individualized support were particularly effective ways of reducing learners’ anxiety and enhancing their self-efficacy. The course also contributed to the instructor’s professional development through reflective practice and pedagogical innovation. External evaluations by experts in Korean language education validated the instructional effectiveness of the course and its impacts on learner outcomes. This study offers a replicable, theory-informed model for the design of KFL curricula that emphasizes motivational scaffolding, technological responsiveness, and reflective pedagogy. This research thus contributes to broader discussions concerning digital innovation in the context of language learning and the evolving role played by blended environments in efforts to promote sustainable language acquisition.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"52 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145089610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-05DOI: 10.1177/13621688251352278
Alireza Sobhanmanesh
Learners of English for academic purposes (EAP) encounter various academic and social challenges in their learning pursuits. To explore collaborative ways of energizing their learning behaviour, an intervention was designed and implemented through the participation of 18 EAP learners and their teacher in a Canadian college classroom for one semester. Adopting a participatory action research framework, the group formed a community in which power was gradually shared and collaborative changes were made to lesson design and delivery. Moreover, the learners participated in the design and implementation of social activities in which they interacted with other members of the public and investigated their mini-research projects. Data were collected through recurrent experience sampling surveys ( n = 449), semi-structured interviews, and the researcher’s journal and field notes. Results indicated an overall increase in classroom engagement and motivation after implementing the intervention despite the fluctuations of the former and the occasional stagnation of the latter. Furthermore, a linear mixed-effects analysis of repeated measures data revealed significant differences between the learners’ engagement levels before and after implementing the intervention. Finally, the concepts of motivation and engagement and their timescales were complementary, revealing noteworthy information about the learners’ desire to participate in classroom activities, as well as their actual participation in activities.
{"title":"Exploring the motivation and classroom engagement of college learners of English for academic purposes: A participatory action research intervention","authors":"Alireza Sobhanmanesh","doi":"10.1177/13621688251352278","DOIUrl":"https://doi.org/10.1177/13621688251352278","url":null,"abstract":"Learners of English for academic purposes (EAP) encounter various academic and social challenges in their learning pursuits. To explore collaborative ways of energizing their learning behaviour, an intervention was designed and implemented through the participation of 18 EAP learners and their teacher in a Canadian college classroom for one semester. Adopting a participatory action research framework, the group formed a community in which power was gradually shared and collaborative changes were made to lesson design and delivery. Moreover, the learners participated in the design and implementation of social activities in which they interacted with other members of the public and investigated their mini-research projects. Data were collected through recurrent experience sampling surveys ( <jats:italic>n</jats:italic> = 449), semi-structured interviews, and the researcher’s journal and field notes. Results indicated an overall increase in classroom engagement and motivation after implementing the intervention despite the fluctuations of the former and the occasional stagnation of the latter. Furthermore, a linear mixed-effects analysis of repeated measures data revealed significant differences between the learners’ engagement levels before and after implementing the intervention. Finally, the concepts of motivation and engagement and their timescales were complementary, revealing noteworthy information about the learners’ desire to participate in classroom activities, as well as their actual participation in activities.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"24 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-30DOI: 10.1177/13621688251352263
Luciane L Maimone, Falcon Restrepo Ramos, Jason Jolley
Google Translate (GT) has become a popular machine translation (MT) tool among language learners, received by instructors with excitement over its pedagogical potential and concerns about its possible misuse in the classroom, particularly when this misuse goes undetected. This study investigated the suitability of natural language processing (NLP) software for the automated detection of MT use in second language (L2) writing, examining a dataset composed of written samples generated by GT and direct L2 writing produced by intermediate-level postsecondary learners of Spanish. NLP-powered analyses found significant lexical and sentential-level differences, as well as estimated proficiency-level differences across text types. Automated judgments based on lexical diversity and amount of coordination yielded detection accuracy rates of 73.08% each, whereas proficiency estimates informed correct automated judgments with an overall accuracy rate of 86.54%. An automated reverse-translation protocol using probability estimates was capable of differentiating between direct L2 writing and MT-assisted texts 98% of the time, far surpassing human detection rates (73%) found in a previous study for the same dataset. These findings argue strongly for the potential of NLP-driven textual analysis as a reliable tool to assist instructors in detecting unauthorized uses of MT in L2 writing.
{"title":"Automated detection of machine translation use in L2 Spanish writing","authors":"Luciane L Maimone, Falcon Restrepo Ramos, Jason Jolley","doi":"10.1177/13621688251352263","DOIUrl":"https://doi.org/10.1177/13621688251352263","url":null,"abstract":"Google Translate (GT) has become a popular machine translation (MT) tool among language learners, received by instructors with excitement over its pedagogical potential and concerns about its possible misuse in the classroom, particularly when this misuse goes undetected. This study investigated the suitability of natural language processing (NLP) software for the automated detection of MT use in second language (L2) writing, examining a dataset composed of written samples generated by GT and direct L2 writing produced by intermediate-level postsecondary learners of Spanish. NLP-powered analyses found significant lexical and sentential-level differences, as well as estimated proficiency-level differences across text types. Automated judgments based on lexical diversity and amount of coordination yielded detection accuracy rates of 73.08% each, whereas proficiency estimates informed correct automated judgments with an overall accuracy rate of 86.54%. An automated reverse-translation protocol using probability estimates was capable of differentiating between direct L2 writing and MT-assisted texts 98% of the time, far surpassing human detection rates (73%) found in a previous study for the same dataset. These findings argue strongly for the potential of NLP-driven textual analysis as a reliable tool to assist instructors in detecting unauthorized uses of MT in L2 writing.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"117 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144919277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-25DOI: 10.1177/13621688251361100
María Luquin, María del Pilar García Mayo
The current body of literature on model texts as a written corrective feedback (WCF) technique has primarily examined the interaction among participants, or the quality of written drafts. However, there is a notable gap in understanding the impact of a child’s oral interaction on their written output and the traceability of their noticing. Using a longitudinal design, the research involved 60 children (aged 11–12 years) studying English as a foreign language (EFL) who were divided into three groups: a treatment group (TG); a long-term treatment group (LTG); and a control group (CG). The treatment groups received either short-term or long-term feedback incorporating model texts as exemplars of proficient writing, while the CG relied on self-correction of their texts. The results indicate that (1) the LTG made significantly more (acceptable) revisions compared to other groups; (2) they incorporated a broader range of features in their revisions compared to previous instances and compared to their counterparts; (3) the traceability of many of these changes originated in the first draft, indicating a connection to their prior work with model texts; (4) these improvements were observed in the post-test as well; (5) some second language (L2) features emerged later in the writing process, suggesting a delayed effect of the WCF; and (6) the LTG also showed a statistically significant improvement in the accuracy of features incorporated into their subsequent writing. A number of pedagogical implications will be discussed.
{"title":"Tracking EFL children’s learning: A longitudinal study of noticing and incorporation of features in model-based and self-correction tasks","authors":"María Luquin, María del Pilar García Mayo","doi":"10.1177/13621688251361100","DOIUrl":"https://doi.org/10.1177/13621688251361100","url":null,"abstract":"The current body of literature on model texts as a written corrective feedback (WCF) technique has primarily examined the interaction among participants, or the quality of written drafts. However, there is a notable gap in understanding the impact of a child’s oral interaction on their written output and the traceability of their noticing. Using a longitudinal design, the research involved 60 children (aged 11–12 years) studying English as a foreign language (EFL) who were divided into three groups: a treatment group (TG); a long-term treatment group (LTG); and a control group (CG). The treatment groups received either short-term or long-term feedback incorporating model texts as exemplars of proficient writing, while the CG relied on self-correction of their texts. The results indicate that (1) the LTG made significantly more (acceptable) revisions compared to other groups; (2) they incorporated a broader range of features in their revisions compared to previous instances and compared to their counterparts; (3) the traceability of many of these changes originated in the first draft, indicating a connection to their prior work with model texts; (4) these improvements were observed in the post-test as well; (5) some second language (L2) features emerged later in the writing process, suggesting a delayed effect of the WCF; and (6) the LTG also showed a statistically significant improvement in the accuracy of features incorporated into their subsequent writing. A number of pedagogical implications will be discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"178 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-22DOI: 10.1177/13621688251352288
Shuhong Li, Lianrui Yang
Boredom, though a significant emotion in second language acquisition, has received less attention compared with anxiety and enjoyment. Existing research on the effects of boredom presents mixed findings. To date, no study has systematically synthesized evidence regarding its impact on language achievement and its potential moderating factors. This study addresses this gap by conducting a meta-analysis to examine the influence of boredom on language achievement. A comprehensive analysis of 23 studies involving 9,154 participants was performed. The results from the random effects model revealed a small to medium negative effect size ( r = −0.34), indicating that boredom has a detrimental impact on language achievement. Furthermore, moderator analyses identified significant variations in effect sizes across different research contexts, educational levels, and types of achievement. Notably, the relationship between boredom and language achievement was consistent across genders. These findings suggest that educators can enhance students’ language achievement by actively addressing boredom, particularly in the contexts of second language acquisition, secondary education, and reading. The results have broader implications for improving learners’ well-being and optimizing the efficiency of language instruction, underscoring the importance of emotional factors in educational settings.
{"title":"A meta-analysis of the impact of boredom on language achievement","authors":"Shuhong Li, Lianrui Yang","doi":"10.1177/13621688251352288","DOIUrl":"https://doi.org/10.1177/13621688251352288","url":null,"abstract":"Boredom, though a significant emotion in second language acquisition, has received less attention compared with anxiety and enjoyment. Existing research on the effects of boredom presents mixed findings. To date, no study has systematically synthesized evidence regarding its impact on language achievement and its potential moderating factors. This study addresses this gap by conducting a meta-analysis to examine the influence of boredom on language achievement. A comprehensive analysis of 23 studies involving 9,154 participants was performed. The results from the random effects model revealed a small to medium negative effect size ( <jats:italic>r</jats:italic> = −0.34), indicating that boredom has a detrimental impact on language achievement. Furthermore, moderator analyses identified significant variations in effect sizes across different research contexts, educational levels, and types of achievement. Notably, the relationship between boredom and language achievement was consistent across genders. These findings suggest that educators can enhance students’ language achievement by actively addressing boredom, particularly in the contexts of second language acquisition, secondary education, and reading. The results have broader implications for improving learners’ well-being and optimizing the efficiency of language instruction, underscoring the importance of emotional factors in educational settings.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"27 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-21DOI: 10.1177/13621688251352276
Patricia Ayllón-Salas, Mirian Hervás-Torres, José L. Arco-Tirado, Francisco D. Fernández-Martín
Learning a foreign language can be a stressful experience that can provoke anxiety and impede the acquisition of the language in question. In this regard, although there is a lack of studies conducted in foreign language classrooms that have specifically demonstrated relationships between cognitive emotional regulation strategies and anxiety, the apparent correlation between cognitive emotional regulation strategies and anxiety in diverse contexts underscores the necessity for further research to clarify this association and ascertain their applicability to foreign language anxiety. Moreover, it is essential to investigate how the type of education (i.e., bilingual and non-bilingual) affects this relationship. To address these research gaps, multivariate regression models were constructed for several dependent variables with the same independent variables. The results revealed statistically significant associations between foreign language anxiety and the use of maladaptive and adaptive cognitive regulation strategies. The sole variable not found to be related to cognitive emotional regulation strategies was uncertainty. Additionally, a statistically significant relationship was observed between the type of education and levels of foreign language anxiety. Specifically, students in non-bilingual education settings exhibit heightened levels of communicative apprehension, negative attitudes, and anxiety, but not higher levels of uncertainty. This underscores the necessity of training students on adaptive strategies to enhance their ability to cope with potential foreign language anxiety in both bilingual and non-bilingual education classrooms. In this regard, educators and practitioners can benefit from a more supportive and emotionally resilient foreign language-learning environment.
{"title":"The use of emotion regulation strategies in bilingual education as a predictor of foreign language anxiety","authors":"Patricia Ayllón-Salas, Mirian Hervás-Torres, José L. Arco-Tirado, Francisco D. Fernández-Martín","doi":"10.1177/13621688251352276","DOIUrl":"https://doi.org/10.1177/13621688251352276","url":null,"abstract":"Learning a foreign language can be a stressful experience that can provoke anxiety and impede the acquisition of the language in question. In this regard, although there is a lack of studies conducted in foreign language classrooms that have specifically demonstrated relationships between cognitive emotional regulation strategies and anxiety, the apparent correlation between cognitive emotional regulation strategies and anxiety in diverse contexts underscores the necessity for further research to clarify this association and ascertain their applicability to foreign language anxiety. Moreover, it is essential to investigate how the type of education (i.e., bilingual and non-bilingual) affects this relationship. To address these research gaps, multivariate regression models were constructed for several dependent variables with the same independent variables. The results revealed statistically significant associations between foreign language anxiety and the use of maladaptive and adaptive cognitive regulation strategies. The sole variable not found to be related to cognitive emotional regulation strategies was uncertainty. Additionally, a statistically significant relationship was observed between the type of education and levels of foreign language anxiety. Specifically, students in non-bilingual education settings exhibit heightened levels of communicative apprehension, negative attitudes, and anxiety, but not higher levels of uncertainty. This underscores the necessity of training students on adaptive strategies to enhance their ability to cope with potential foreign language anxiety in both bilingual and non-bilingual education classrooms. In this regard, educators and practitioners can benefit from a more supportive and emotionally resilient foreign language-learning environment.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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