Humanizing language learning materials helps language teachers to design activities that are linked to learn- ers’ lives and experiences. This can result in higher motivation and engagement in the process of foreign language learning. Self-determination theory-based instruction enhances learners’ engagement and motiva- tion through supporting the basic psychological needs for autonomy, competen...

Drawing on Walsh's (2012) idea that boosting learners' contribution and interaction can play a key role in their foreign language learning, this mixed-methods study tried to cast some light on the ways by which teachers, via their choice and use of language, create or block learners' contribution in direct interactions in the classroom. A total of 800-minute recordings of 10 teachers' talks and...

A vocabulary deficit negatively affects students’ language performance. Emotions such as speaking anxiety and enjoyment in the English a Foreign Language (EFL) classroom can affect achievements well. We investigated effects of two Automatic Speech Recognition (ASR)-based websites, I Love Indonesia (ILI) NovoLearning (NOVO), on knowledge, anxiety, enjoyment. total 232 secondary school students p...

as the main part of a large-scale project, the present study investigated the relationship among reflective thinking, listening anxiety, and listening comprehension of iranian efl learners with regard to their proficiency level. to this end, 223 (106 intermediate and 117 advanced) adult male and female iranian efl learners from a private language institute took part in the study by completing t...

humanizing language learning materials helps language teachers to design activities that are linked to learn- ers’ lives and experiences. this can result in higher motivation and engagement in the process of foreign language learning. self-determination theory-based instruction enhances learners’ engagement and motiva- tion through supporting the basic psychological needs for autonomy, competen...

Abstract The present study investigates the effect of sociobiographical, emotional, attitudinal characteristics and teacher perceptions 275 Kazakh secondary school pupils 317 university students on their exam performance in Turkish as a foreign language (FL). Multiple regression analyses reveal that results are predicted by gender, participant’s age, attitude towards FL Classroom Anxiety. A ver...