In L2 development, the cognitive complexity of tasks plays a crucial role in task performance and language features produced. However, there have only been few studies addressing the impact of task complexity on EFL learners' attention to L2 system and form-focused self-repairs (FFS).This study explores the role of increasing cognitive task complexity in EFL learners' form-focused attention (FF...

The current research examines the effect that framing persuasive messages in terms of self-guides (ideal vs. ought) has on the attitudes and cognitive responses of individuals with chronic ideal versus ought self-guides. The strength of participants' ideal and ought self-guides and the magnitude of participants' ideal and ought self-discrepancies were measured using a computerized reaction time...

the purpose of the present study was to identify any significant relationship between critical thinking ability, l2 vocabulary knowledge, and l2 vocabulary learning strategies of iranian efl learners. to this aim, the productive vocabulary levels test was administered to measure the learner’s l2 vocabulary knowledge and observe homogeneity in terms of vocabulary knowledge. at the second stage, ...

This research explores how well L2 motivational self systems explain language learning motivation of university students in the Turkish context. To this end, data were collected from 668 a state Turkey using 51-item questionnaire and semi-structured interviews mixed methods research. The both interview indicate an overwhelming impact experience on learners’ to learn English as foreign opposed t...

Self-Discrepancy Theory (SDT) proposes that ideal-self discrepancies predict dejection/depression and ought-self discrepancies predict agitation/anxiety, but individual differences research has rarely found clear support for this pattern. After considering methodological and statistical reasons for these mixed findings, the present research tested SDT’s predictions using a multivariate structur...

The L2 motivational self-system (L2MSS) has been extensively investigated in multiple contexts. However, few studies have explored its correlation with Islamic junior high English students’ proficiency test results. To fill the void, this study examines relationship between L2MSS and scores among Indonesian school students. Data were garnered quantitatively from 30 students of an Institute for ...

As the L2 Motivational Self System (L2MSS) is premised on monolingualism, which ignores cross-cutting properties of multilingual environments, this study investigates English Learning and its structural characteristics students in a junior high school minority-inhabited area Guizhou Province, China. These ethnic minority not only learn their native language (minority languages), but also Mandar...

based on the controversial beliefs among l2 teachers about effective corrective feedback (cf) strategies, recast and prompts as 2 kinds of cf have drawn the attention of l2 researchers(e.g., braidi, 2002; iwashita, 2003; loewen & philp, 2006; panova & lyster, 2002; sheen, 2004). despite these numbers of studies, debate continues to exist about their usefulness as a cf technique. whereas...

In L2 development, the cognitive complexity of tasks plays a crucial role in task performance and language features produced. However, there have only been few studies addressing the impact of task complexity on EFL learners' attention to L2 system and form-focused self-repairs (FFS).This study explores the role of increasing cognitive task complexity in EFL learners' form-focused attention (FF...