Abstract: The present contribution offers an overview of a new area of research in the field of foreign language acquisition, which was triggered by the introduction of Positive Psychology (PP) (MacIntyre and Gregersen, 2012). For many years, a cognitive perspective had dominated research in applied linguistics. Around the turn of the millennium researchers became increasingly interested in the role of emotions in foreign language learning and teaching, beyond established concepts like foreign language anxiety and constructs like motivation and attitudes toward the foreign language. As a result, a more nuanced understanding of the role of positive and negative learner and teacher emotions emerged, underpinned by solid empirical research using a wide range of epistemological and methodological approaches. PP interventions have been carried out in schools and universities to strengthen learners and teachers’ experiences of flow, hope, courage, well-being, optimism, creativity, happiness, grit, resilience, strengths, and laughter with the aim of enhancing learners’ linguistic progress. This paper distinguishes the early period in the field that started with MacIntyre and Gregersen (2012), like a snowdrop after winter, and that was followed by a number of early studies in relatively peripheral journals. We argue that 2016 is the starting point of the current period, characterized by gradual recognition in applied linguistics, growing popularity of PP, and an exponential increase in publications in more mainstream journals. This second period could be compared to a luxuriant English garden in full bloom.

Abstract: Abstract As any other area of human lives, current state of foreign language education has been greatly influenced by the latest developments in the modern information communication technologies. The paper focuses specifically on the incorporation of artificial intelligence (AI), which includes a wide range of technologies and methods, such as machine learning, adaptive learning, natural language processing, data mining, crowdsourcing, neural networks or an algorithm, into foreign language learning and teaching. First, the paper is concerned with changes brought to foreign language education specifically through the application of AI-powered tools and discusses ICALL (intelligent computer assisted language learning) as a subset of CALL. Second, it summarizes eight types of AI-powered tools for foreign language education and related results of the existing research, however scarce it is. Third, it discusses the frame for effective preparation of foreign language teachers in order to integrate AI-powered tools into their teaching to make it easier, less time-consuming and more effective. The author argues for reconsideration of the existing frames of requirements for CALL teachers.

Abstract: At present, hardly any younger person can imagine life without mobile technologies. They use them on a daily basis, including in language learning. Such learning supported with mobile devices is called mobile learning, which seems beneficial especially thanks to the unique features of mobile applications (e.g., interactivity, ubiquity, and portability) and teachers’ encouragement and feedback. The purpose of this review study is to explore original, peer-reviewed English studies from 2015 to April 2019 and to determine whether mobile applications used in the learning of English as a foreign language are beneficial and/or effective. The methods are based on a literature review of available sources found on the research topic in two acknowledged databases: Web of Science and Scopus. Altogether, 16 original journal studies on the research topic were detected. The results reveal that mobile learning is becoming a salient feature of education as it is a great opportunity for foreign language learning. Its key benefits are as follows: the enhancement of the learner’s cognitive capacity, the learner’s motivation to study in both formal and informal settings, the learner’s autonomy and confidence, as well as the promotion of personalized learning, helping low-achieving students to reach their study goals. Although mobile learning seems to be effective overall, it is desirable to design, plan and implement it with caution, according to students’ needs, and to deliver multiple language skills in authentic learning environments.

Abstract: Problem-based learning is a teaching method in which students’ learn through the complex and open ended problems. These problems are real world problems and are used to encourage students’ learning through principles and concept. PBL is both a teaching method and approach to the curriculum. It can develop critical thinking skill, problem solving abilities, communication skills and lifelong learning. The purpose of this study is to give the general idea of PBL in the context of language learning, as PBL has expanded in the areas of law, education, economics, business, social studies, and engineering. It encourages students to develop skills that can be useful for their future and in practical life within a team environment. For the language classroom in Arab countries, where English is spoken as a foreign language PBL can be very useful. Trained teachers can design problems to meet the needs of the learners, that can be useful to improve English practically in social context.

Abstract: Willingness to communicate (WTC) in a foreign language is linked to a range of interacting learner-internal and learner-external variables. The present study identified the predictors of WTC of 210...

Abstract: Preface1. Terence Odlin: Was There Really Ever a Contrastive Analysis Hypothesis?2. Vivian Cook: Transfer and the Relationship Between the Languages of Multi-competence3. Hakan Ringbom: Comprehension, Learning and Production of Foreign Languages: The Role of Transfer4. John A. Lucy: The Implications of Linguistic Relativity for Language Learning5. Rena Helms-Park and Vedran Dronjic: Cross-linguistic Lexical Influence: Cognate Facilitation6. Rosa Alonso Alonso, Teresa Cadierno and Scott Jarvis: Cross-linguistic Influence in the Acquisition of Spatial Prepositions in English as a Foreign Language7. Jeanine Treffers-Daller and Xu Ziyan: Can Classroom Learners use Statistical Learning? A New Perspective on Motion Event Construal in a Second Language8. Monika Ekiert and Zhaohong Han: L1-fraught Difficulty: The Case of L2 Acquisition of English Articles by Slavic Speakers9. Panos Athanasopoulos and Bastien Boutonnet: Learning Grammatical Gender in a Second Language Changes Categorization of Inanimate Objects: Replications and New Evidence from English Learners of L2 French10. Ulrike Jessner, Manon Megens and Stefanie Graus: Crosslinguistic Influence in Third Language Acquisition11. Janusz Arabski and Adam Wojtaszek: Contemporary Perspectives in Cross-linguistic Influence

Abstract: This article deals with the reality and complexity of emergent translanguaging in foreign language classrooms. The influx of international learners of Chinese has resulted in linguistically diverse...

Abstract: Objective: This study aims to examine the effect of grit on foreign language performance (FLP) among middle school students. A mediated moderation model was constructed to assess the mediating role of foreign language enjoyment (FLE) and the moderating role of classroom environment (CE) in the relationship between grit and FLP. Method: The study adopted the Grit Scale-Short Version, the Chinese Version of the FLE Scale, and the English CE Inventory to investigate 832 middle school students, and recorded the students' FLP of final exam after one month. Correlation and regression analyses were used to evaluate the relationships between grit, FLE, CE, and FLP. Results: The results indicated that grit positively affected FLP. In addition, FLE mediated the relationship between grit and FLP, and CE moderated the relationship between grit and FLE, and between grit and FLP. Conclusions: Grit not only directly promotes the FLP of middle school students but also indirectly improves FLP by promoting FLE. In addition, the impact of grit on FLE and FLP increases in a positive CE.

Abstract: We present a large-scale study of a series of seven lessons designed to help young children learn English vocabulary as a foreign language using a social robot. The experiment was designed to investigate 1) the effectiveness of a social robot teaching children new words over the course of multiple interactions (supported by a tablet), 2) the added benefit of a robot's iconic gestures on word learning and retention, and 3) the effect of learning from a robot tutor accompanied by a tablet versus learning from a tablet application alone. For reasons of transparency, the research questions, hypotheses and methods were preregistered. With a sample size of 194 children, our study was statistically well-powered. Our findings demonstrate that children are able to acquire and retain English vocabulary words taught by a robot tutor to a similar extent as when they are taught by a tablet application. In addition, we found no beneficial effect of a robot's iconic gestures on learning gains.

Abstract: Virtual exchange is a well-known pedagogical approach in foreign language (FL) education which involves engaging classes in online intercultural collaboration projects with international partners as an integrated part of their educational programmes. This paper begins by reviewing e-tandem and telecollaborative approaches to virtual exchange which are currently being used extensively in FL education and presents two case studies which illustrate the common learning outcomes and limitations of such approaches. I then propose an alternative model of virtual exchange which maintains many of the key characteristics of earlier approaches but which incorporates the principles of global citizenship education and which moves away from bilingual–bicultural approaches. I conclude by outlining the main characteristics of this model and presenting some examples of how this approach could be put into practice.

Abstract: Virtual exchange refers to education programmes in which constructive communication and interaction takes place between individuals or groups from different cultural backgrounds with the support of educators or facilitators. Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE, http://www.evaluateproject.eu/) was a European policy experimentation financed by Erasmus+ which studied the impact of a telecollaborative model of virtual exchange on student teachers. Between 2017-2018, the project consortium trained teacher trainers and organised virtual exchanges which involved over 1,000 student teachers at initial teacher education institutions. This entailed students interacting and collaborating with partner classes from other countries as an integral part of one of their courses. The research team then analysed the learning gains from these exchanges using qualitative and quantitative research methodologies. They also worked with representatives from European ministries of education to understand how virtual exchange could be upscaled in teacher education across Europe. This publication presents the findings of the EVALUATE experimentation and its implications for the education of future teachers. The study found that engaging student teachers in structured online intercultural collaboration as part of their formal learning can contribute to the development of their digital-pedagogical, intercultural, and foreign language competences. It can also lead to innovation and international learning in the education of future teachers.

Abstract: Advancements in robotic research have enabled robots to assist humans in many ways. Chatbots have been considered useful in many areas and research has increasingly focused on applying this technology to language education. The purpose of this study is to report on and review different types of intelligent chatbots in terms of language learning. The findings reveal that there are few chatbot programs that allow for direct interaction between chatbots and humans through voice recognition systems or texting for the purpose of learning foreign languages. Researchers have investigated the limited use of AI in education fields, including chatbot applications aimed at improving English teaching and learning. Based on their empirical studies, chatbots have proven to have some positive effects on students’ communication skills largely by their effect on expanding the quantity of their interactions, meaning negotiation, increasing their motivation, and on raising their interest in learning. Thus, this study proposes that chatbots can enrich language inputs and bring opportunities for language learners to raise communicative competence. More studies should be conducted to develop chatbots for learning foreign languages. Based on the findings of this study, suggestions for future research directions concerning chatbots in the realm of language education are presented, and further pedagogical implications are discussed.

Abstract: The link between emotional intelligence (EI) and negative emotions, especially anxiety, has been investigated in different educational contexts including second/foreign language (L2) learning contexts. However, the link between EI and positive emotions remains underexplored, despite the growing interest of second language acquisition (SLA) researchers in positive emotions, motivated by the Positive Psychology (PP) movement. Grounded on PP theories, a correlational and experimental investigation was conducted on EI and two typical L2 classroom emotions, namely Foreign Language Enjoyment (FLE) and Foreign Language Anxiety (FLA). For the correlational study, questionnaires were administered to 1,718 English learners from three high schools in China. Statistical results showed medium correlations among students' EI, FLE, and FLA. In the intervention study, a pre-test, treatment and post-test design was adopted. A six-week PP-based EI intervention ("ARGUER" training model in class and the "three activities" of PP in diary) was conducted in the experiment class of 56 students, while not in the control class of 52 students. Semi-structured interviews were conducted with five students in the experimental class and their English teacher. ANCOVA test results and qualitative findings indicated that the EI intervention was effective in improving EI, boosting more positive classroom emotions and alleviating negative classroom emotions. The findings in both the correlational and intervention studies are discussed in combination with previous studies. We also further address their theoretical and practical implications for L2 education.

Abstract: This article presents the results of a systematic review of the literature on dialogue-based CALL, resulting in a conceptual framework for research on the matter. Applications allowing a learner to...

Abstract: This study investigated the concept of corrective feedback in second language learning as a learning resource, recasting it as feedback-seeking behavior. Dweck's (1999) mindsets, Korn and Elliot's (2016) achievement goals, and Ashford's (1986) model of feedback-seeking behavior were re-operationalized in the context of language learning. Questionnaire data from 287 college students studying foreign languages in the United States confirmed that learners make calculated decisions regarding whether to seek feedback, by what method, and from what source, based on their own perceptions of the costs and values associated with different feedback-seeking strategies, which are, in turn, largely predicted by the learners? language mindsets and achievement goals. Learners with a growth language mindset and development-approach goals sought feedback using both monitoring and inquiry methods and from teachers and others. Learners with a fixed language mindset and demonstration goals sought feedback only by method of inquiry but from different sources depending on the valence (approach vs. avoidance) of their goals.

Abstract: Proficiency in English language depends on the knowledge of its vocabulary possessed by the second and foreign language learners and even the native speakers. Though developing the vocabulary is vital, it poses several problems, especially, to non-native students of English. Students with a low vocabulary knowledge show weak academic performance in different courses related to the language skills, linguistics, literature, and translation at the university level of education. This study, in particular, aims to investigate the problems faced by English majors in learning the vocabulary at Prince Stattam bin Abdulaziz University (PSAU) in Saudi Arabia. It also puts forward some vocabulary-learning strategies to minimize the potential problems. The data consist of the responses of 100 student-participants (undergraduates) randomly picked up from five different levels (four, five, six, seven, and eight) of 4-Year BA English Program at PSAU. This quantitative study uses an online questionnaire, as an instrument, to collect the data. The results reveal that the English majors at PSAU face several problems in learning the vocabulary such as knowing the meanings of new words, pronouncing new words, using new words correctly, memorizing and spelling new vocabulary and so on. To its contribution, this study emphasizes the importance of learning the English vocabulary, draws students’ attention towards it, highlights the problems encountered by students, and raises their awareness of the vocabulary. Future research may explore teachers’ perspectives on students’ vocabulary-learning problems and instructional methods implemented to teach the vocabulary in English language classrooms.

Abstract: The topic of language teacher identity receives strong attention in current scholarly literature. Understanding the complexities of identities that second/foreign language teachers construct is crucial because the ways teachers perceive themselves as professionals impact teacher development (e.g., Kanno & Stuart, 2011*), interactions with peers and colleagues (e.g., Kayi-Aydar, 2015*), pedagogical choices or classroom practices (e.g., Duff & Uchida, 1997*), and access to power and ownership of language (De Costa & Norton, 2017*; Varghese et al., 2016*), ultimately undergirding or undermining second/foreign language teaching (Varghese et al., 2016*).

Abstract: Collaborative writing (CW) has been proven advantageous to enhance the second and foreign language skills of university students. However, little research to date has explored whether CW practices ...

Abstract: This study extends our understanding of Chinese university students’ motivation to learn languages other than English (LOTEs) by adding a contextual dimension to the L2 Motivational Self System. The study drew on Higgins’ ([1987]. “Self-discrepancy: A Theory Relating Self and Affect.” Psychological Review 94: 319–340.) original Own-Other standpoints and Lanvers’ ([2016]. “Lots of Selves, Some Rebellious: Developing the Self Discrepancy Model for Language Learners.” System 60: 79–92.; [2017]. “Contradictory Others and the Habitus of Languages: Surveying the L2 Motivation Landscape in the United Kingdom.” The Modern Language Journal 101 (3): 517–532.) Self-Discrepancy Theory for Language Learners to enrich the framework, and recruited two different learner groups with Chinese as their first language and English as their second language – voluntary learners of Spanish as a third language and non-voluntary learners of Spanish. The Q-methodology was applied to profile these two groups’ multilingual selves, with four motivational profiles emerging from the analysis: self-motivated with multilingual posture, self-motivated with instrumentality, other-motivated with promotion-focused instrumentality, and other-motivated with prevention-focused instrumentality. The findings revealed that multilingual posture was prominent in the self-motivated learners’ investment in learning Spanish, and the other-motivated learners were subjugated to the macro-level sociological influences of global English and the national foreign language policy. Our findings also suggested a potential gate-keeping role of global English in conceptualising non-Anglophone learners’ LOTE learning motivation. This paper concludes with some methodological and theoretical implications for future LOTE learning motivation research.

Abstract: Content and language integrated learning (CLIL) is often introduced in school settings in an attempt to increase exposure to the foreign language (FL) and promote motivation and positive language a...

Abstract: Chapter 1: Keeping extensive reading simple Chapter 2: What are graded readers? Chapter 3: Case studies of extensive reading programs Chapter 4: How do you set up and run an extensive reading program? Chapter 5: How vocabulary is learned from extensive reading Chapter 6: The most important studies on extensive reading in a foreign language Chapter 7: Research findings: motivation and pushing learners to read Chapter 8: Research findings: Does extensive reading result in reading fluency and comprehension improvement? Chapter 9: Research on vocabulary learning from extensive reading Chapter 10: Developing reading fluency Chapter 11: Designing research into extensive reading Chapter 12: What makes a good graded reading scheme? Chapter 13: A way forward References

Abstract: Conceived as the act of aligning with the moral imperative to enhance one’s worth in the world through a strategic management of language-related resources (De Costa et al. in Asia Pac Educ Res 25(5–6):695–702, 2016), linguistic entrepreneurship is used as a framework to guide this paper that examines the growing influence of neoliberalism within the broader ecology of second and foreign language education policy. To illustrate its influence, we focus on organizations that are under intense pressure to improve the linguistic capabilities of their members. In particular, the paper expands on the notion of affective regime to show an increasingly pervasive audit culture that has resulted in some languages and identities being assigned greater value over others. By foregrounding these inequity concerns which arise from quantitative technologies that emphasize standards and measurements, we extend the affective turn in language policy scholarship and demonstrate how it contributes to the growing body of language policy research that has critiqued the commodification of language education. We close with a call for a critical engagement with the ideological mechanisms that underlie language education policy so that our resistance towards neoliberalism can focus on undoing their effects.