Abstract: Studies examining the positive emotion of foreign language enjoyment (FLE) have recently increased exponentially, as researchers are applying the tenets of positive psychology in applied linguistics. It is therefore an appropriate time to take stock of the current literature and conduct a preliminary meta-analysis. The relationships between FLE and four variables, namely, foreign language anxiety (FLA), willingness to communicate (WTC), academic achievement, and self-perceived achievement were examined. A total of k = 96 effect sizes were analyzed with an overall sample size of N = 28,166 in random-effects models with correlation coefficients. There was a moderate negative correlation between FLE and FLA. In turn, moderate positive correlations were found between FLE and WTC, FLE and academic achievement, and FLE and self-perceived achievement. These positive associations confirm the value of FLE in FL learning and further affirm the need for researchers to examine positive psychology constructs in the foreign language classroom.

Abstract: The past decade has witnessed a surge of research interest in diverse emotions that foreign/second language (L2) learners experience. However, research on L2 boredom is just starting. The current study focuses on foreign language learning boredom (FLLB) and foreign language enjoyment (FLE), and examines how they are associated with a wide range of learner-internal variables and teacher-centered variables. A total of 868 current university students in China studying English as a foreign language (FL) participated in a questionnaire survey. Correlation results show the following: (1) there was a strong negative correlation between FLE and FLLB; (2) FLE was positively linked to multiple learner-internal variables (self-perceived FL proficiency, relative standing among peers, attitudes towards the FL, the teacher, and FL-related culture) and teacher-related variables (the use of FL in class, enthusiasm, predictability, and friendliness), while negatively linked to learner age and onset age of FL learning; (3) these significant correlates of FLE were linked to FLLB in an opposite way. When the significant variables were entered into the regression models, attitudes toward the FL stood out as the strongest learner-internal predictor of both FLE and FLLB, while teacher friendliness was shown to be the strongest teacher-related predictor of both emotions. The findings show that FL emotions are contingent on the interplay between learners and teachers. In accordance with the findings, I recommend that enjoyment-boosting and boredom-reducing activities be incorporated into FL classrooms.

Abstract: The present study examines the direct and indirect relationships between classroom environment (CE), L2 (second/foreign language) learner emotions (i.e. enjoyment, anxiety and boredom), and their willingness to communicate (WTC) in classes for English as a foreign language (EFL). Participants were 2,268 university students in China. Pearson correlation analyses showed significant correlations between CE, L2 emotions, and WTC, with effect sizes ranging from small to large. In addition, the three L2 emotions were found to mediate the relationship between CE and WTC in parallel, with enjoyment having the largest mediating effect, followed by anxiety and boredom. The findings offer insights into how to improve students’ WTC in an L2.

Abstract: The cognitive capabilities of children develop during the early years of their life. Research shows that learning a foreign language helps develop cognitive skills. Moreover, learning a foreign language has become essential and an increasing number of parents would like their kids to start learning a foreign language at an early age. However, engaging little kids with learning activities is challenging. In this study, we propose a framework for developing a language learning software tool utilizing Augmented Reality (AR), Voicebots, and ChatGPT (an AI utilizing the Large Language Model) technologies to provide a unique product for small kids to teach a foreign language. With AR and Voicebots, the product will grab attention, motivate and provide an entertaining learning environment. The capabilities of ChatGPT will be utilized to efficiently prepare the content for the software tool. We utilize the capabilities of ChatGPT to generate interactive dialogs that will be hosted at Google DialogFlow. We believe the framework and the design principles we propose in this study can be a blueprint for developing highly effective foreign language teaching software.

Abstract: This study aimed to examine grit and its components (i.e. perseverance of effort and consistency of interest) in the foreign language (L2) classrooms by investigating its relations to personal best goals, L2 emotions (i.e. enjoyment and anxiety) and L2 achievement. We further examined whether grit could predict L2 achievement when other constructs are included in the analyses. For this purpose, a total of 226 participants who were studying English in a language institute completed the questionnaire. When grit was the only predictor of L2 achievement, results indicated that only perseverance of effort could significantly predict L2 achievement. However, when other predictors were included in the analyses, neither of grit components could predict L2 achievement. We further found that both grit components predicted L2 anxiety, while only perseverance of effort predicted L2 enjoyment and personal best goals. Finally, we found that perseverance of effort was indirectly related to L2 achievement through personal bests. These findings show the problematic role of consistency of interest in predicting L2 achievement reflecting the arguments made in the field of education. Results of the study provide us with important findings concerning the mechanism underlying the relations between grit and L2 achievement and how this relation might be mediated through personal best goals.

Abstract: The current study investigates how foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) and attitude/motivation (AM) of 360 learners of English, German, French and Spanish in a Kuwaiti university was shaped over the course of one semester by three teacher behaviours: frequency of using the foreign language (FL) in class, predictability and frequency of joking. Linear mixed modelling revealed a positive relationship between the three teacher behaviours and FLE as well as AM, but no significant relationship emerged with FLCA. Multiple comparison analyses showed that levels of FLE dropped significantly among students whose teacher joked very infrequently and infrequently. It thus seems that the absence of teacher jokes had a delayed cumulative effect on FLE. No interaction effects were found with time for FLCA and for AM. We conclude that teacher behaviours affect both AM and FLE, and that frequency of joking actually shapes FLE over time.

Abstract: Public speaking is considered the most anxiety-provoking speaking activity for English as a foreign language (EFL) learner. While traditional lecture-based classrooms hinder EFL learners’ constant practice and frequent interaction due to large class sizes and limited time, recent developments in technology, including Artificial Intelligence (AI), Automatic Speech Analysis, and Virtual Reality (VR), may enhance language learning by offering accessible and personalized learning experiences. This study aimed to investigate the effects of technology-enhanced learning on reducing EFL learners’ PSA. Thirty-three university students were divided into three groups and received either lecture-based, mobile-assisted, or VR-facilitated instruction for four weeks. The students’ perceived PSA levels were reduced in all three groups after their respective instruction, but only the VR-facilitated group reached statistical significance, and there were no differences in the three groups’ final oral performances. However, the two technology-enhanced language learning (TELL) groups achieved more convergent performances on the Personal Report of Public Speaking Anxiety scale compared with the non-TELL group, which indicated that the impact of individual differences may have been compensated by technology assistance. The findings suggested that the instructional feedback generated by AI decreased the participants’ PSA, although the irreplaceable role of teachers as facilitators was also emphasized, while the potential of using VR in teaching public speaking was evident.

Abstract: Abstract This article discusses research into the role of audio-visual input for second language (L2) or foreign language learning. It also addresses questions related to the effectiveness of audio-visual input with different types of on-screen text such as subtitles (i.e., in learners’ first language) and captions (i.e., subtitles in the same language as the L2 audio) for L2 learning. The review discusses the following themes: (a) the characteristics of audio-visual input such as the multimodal nature of the input and vocabulary demands of video; (b) L2 learners’ comprehension of audio-visual input and the role of different types of on-screen text; (c) the effectiveness of audio-visual input and on-screen text for aspects of L2 learning including vocabulary, grammar, and listening; and (d) research into L2 learners’ use and perceptions of audio-visual input and on-screen text. The review ends with a consideration of implications for teaching practice and a conclusion that discusses the generalizability of current research in relation to suggestions for future research.

Abstract: Abstract Recent research has confirmed the predictive effect of general foreign language (FL) achievement on Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA). However, few studies have examined the effect of domain-specific language achievement in shaping FL learning emotions. The present study thus aims to examine how FLE and FLCA are linked to overall FL achievement and self-perceived achievement in six different domains across listening, speaking, reading, writing, vocabulary, and grammar. A total of 1, 415 Chinese senior secondary students participated in the questionnaire survey. Regression analyses showed that 1) both FLE and FLCA were predicted more by self-perceived general English proficiency, while less by actual English achievement; 2) perceptions of speaking and grammar competence were significant predictors of both emotions; 3) perceived reading competence predicted FLE significantly but not FLCA; and that 4) perceptions of listening, writing, and vocabulary competence predicted neither FLE nor FLCA. The implication is that domain-specificity should be taken into consideration in future explorations of FL emotions.

Abstract: The swift development of technology has had a considerable effect on teaching, especially in foreign language classes, and the rising procedure of using creative technology to help teachers’ instruction and learning indicates the growing domination of technology in academic environments. In addition, teacher professional development significantly affects enhancing the teaching quality, especially the quality of educational activities within the class. Nevertheless, the shortage of workshops on professional development education made educators reliant on informal education where they worked and learned collectively with classmates in mini-groups to enhance their technology usage. The functions of technology-based instruction in the process of learning have not been taken into account in the professional development programs in the Chinese context so far, and consequently, this review takes a look at this issue. In a nutshell, this review of literature has suggestions for academics, theoreticians, and experts in search of inspecting the roles of technology in teacher professional development programs.

Abstract: As an important factor promoting students’ learning behavior and achievement, teacher engagement has been largely neglected in the research literature on English as a foreign language (EFL) and applied linguistics. Moreover, the few studies have focused more on conventional classrooms rather than online learning contexts and failed to reveal how teacher engagement in the online foreign language classroom affected students’ achievement. The present study assessed 546 university students in China using self-report questionnaires to examine the relationship between teacher engagement and students’ achievement in an online EFL course over an 18-week semester, taking into account the possible mediating effects of autonomous motivation and positive academic emotions. The results showed that teacher engagement exerted a direct and positive impact on students’ English achievement. Students’ autonomous motivation and enjoyment mediated the association between teacher engagement and English achievement, but the mediating effects of relief were not significant. Additionally, teacher engagement affected students’ English achievement through the chain mediation of autonomous motivation and positive academic emotions (enjoyment and relief). Relief displayed a smaller effect on students’ English achievement than enjoyment did. These findings elucidate the impact of teacher engagement on students’ English achievement in the online environment and support the utility of self-determination theory and control-value theory in explaining foreign language learning. Directions for future research and implications for education are also presented.

Abstract: This paper reports findings from an exploratory study on multilingual speakers conducted in Germany. Data were collected using a questionnaire instrument launched in 2021. To our knowledge, this is the first enquiry into multilinguals’ own perception of their spoken languages in Germany. The core research questions addressed in this paper are (1) whether some languages are perceived as more valuable or prestigious than others by their speakers and (2) whether speakers of certain languages experience discrimination more often than speakers of other languages. In the data exploration it was assumed that (a) all languages other than English, French, Italian, and Spanish (besides Latin the standard foreign languages in schools) will be valued ‘lower’; and (b) speakers will report experiences of discrimination with respect to their use of those languages other than German or the foreign languages mentioned above. The results indeed demonstrate differences in the perceived value and prestige of certain languages. Multivariate statistical analyses indicate that L1 speakers of languages with perceived lower value (e.g. Turkish) experience discrimination significantly more often than L1 speakers of other home languages (e.g. English). Additionally, qualitative data analyses exemplify levels of discrimination and lived experience of languages.

Abstract: The present mixed-method study focuses on levels of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) and foreign language boredom (FLB) among 168 Arab and Kurdish English as a foreign language (EFL) learners in both in-person and emergency remote teaching (ERT) classes. Statistical analyses revealed that learners experienced significantly more FLE, more FLCA and less FLB in in-person classes than in ERT classes. The qualitative data revealed a more nuanced picture about the things learners appreciated and disliked in both contexts. Sitting at home in front of their computer, many learners did feel more isolated, disengaged, distracted and missed the interactions with peers and teacher. Yet, some participants felt that ERT did allow relationship-building, lessened their fear of making errors and pushed them to develop new coping strategies. The main sources of FLCA in ERT turned out to be issues with internet connection rather than the anxiety of making errors in front of everybody. Boredom arose mostly from a lack of exciting social interactions and monotony in delivery which could induce disengagement. Some pedagogical implications are presented.

Abstract: Over the past decades, English as a foreign language (EFL) learning has witnessed a heightened interest in the role of mobile-assisted language learning (MALL) in vocabulary learning. To shed more light on the impact of MALL on vocabulary learning, this study, employing a quantitative longitudinal design, aimed at examining the impact of a MALL programme on 139 EFL learners’ vocabulary learning attitudes and self-regulatory capacity. To this end, this study investigated the latent change score models of the learners’ vocabulary learning attitudes and self-regulatory capacity over time. Over the course of 1 year, various mobile applications were integrated into the regular English language instruction of the learners. The required data were collected via administering vocabulary learning attitude and self-regulating capacity in vocabulary learning scales. The data were analysed applying latent growth curve modelling to examine the participants’ longitudinal trajectories and patterns of change in the two waves of collected data. The fit indices of the latent change models revealed an increase in both the EFL learners’ vocabulary learning attitudes and their self-regulatory capacity during the 1-year MALL programme. The analysis of between-person differences also indicated that changes in both variables were positively correlated.

Abstract: Abstract This paper explores differences in 437 learners' foreign language classroom anxiety (FLCA) in in‐person and online English as a Foreign Language (EFL) classes before the outbreak of the pandemic and during the first lockdown in spring 2020. Statistical analyses of data gathered with a web survey revealed a slight, yet significant drop in learners' overall FLCA in emergency remote teaching. In order to obtain a more granular view, item‐level analyses revealed that learners in online classes were significantly less worried about being outperformed by peers, suffered less from physical symptoms of anxiety when called on in class, and were less anxious when they were in fact well‐prepared. Feeling embarrassed to volunteer answers was significantly higher in online classes. Interviews with 21 participants revealed that the interviewees mentioned anxiety‐provoking aspects of the class considerably more frequently online than in in‐person classes. However, the sources of anxiety in online classes differed from the ones in classes taught on‐site. Thus, it seems that the newness of the setting foregrounded anxiety‐provoking aspects specific to emergency remote teaching, making others fade into the background at the beginning of the pandemic.

Abstract: The present study adopted a sequential explanatory mixed-methods approach to explore the impact of e-tandem on English as a foreign language (EFL) learners’ speaking skills (i.e. speaking fluency and coherence, lexicon, grammatical range and accuracy, and pronunciation) and willingness to communicate (WTC). To this end, two classes at a language institute were randomly assigned to an experimental group (e-tandem group) with 22 EFL learners and a control group (conventional group) with 20 EFL learners. The learners in the e-tandem class communicated with foreign English speakers online using Tandem, a language exchange application, and those in the conventional class had collaborative speaking activities during the class time. IELTS speaking skill test, willingness-to-communicate scale, and an individual semi-structured interview were used to collect the required quantitative and qualitative data. Paired samples t-test and one-way ANCOVA, used to analyse the quantitative data, indicated that e-tandem and conventional classes developed the EFL learners’ speaking skills and WTC; however, the e-tandem group outperformed the conventional group on speaking skills and WTC. Thematic analysis, applied to analyse the qualitative data, generated a number of themes and categories signifying the e-tandem learners’ positive attitudes and perceptions towards the e-tandem-based collaborative speaking activities. Pedagogical implications are discussed for collaborative speaking courses in EFL settings.

Abstract: In the context of English as a Foreign Language (EFL), burnout study dominantly revolves around teachers but learners’ academic burnout is largely underexplored. Academic burnout is a concerning issue worldwide that is particularly predicted by academic motivation. However, we know little about the association between motivation and burnout among EFL learners and whether maladaptive emotion regulation strategies (ERS) could moderate their association. To fill this research gap, we recruited 841 EFL undergraduates from two universities in China. Descriptive analysis showed that participants reported high levels of language learning burnout. Correlational and bootstrapped moderation analysis found that motivation and maladaptive ERS were significantly correlated with burnout in opposite directions and the correlation between motivation and burnout was significantly influenced by students’ use of two maladaptive ERS (avoiding and venting). The more frequently students chose to avoid and vent unpleasant feelings, the protective role of motivation on burnout was weaker. The implications of these findings are discussed.

Abstract: In today's world, where foreign language has become so important recently and the borders are becoming more transparent day by day in the global world, he draws attention to the fact that foreign language is a necessity for every student who wants to cross national borders, and besides the cultural accumulation that learning a foreign language adds to one's self, self-confidence and a stance. It should be emphasized that it means.

Abstract: Online machine translation tools have great potential to transform foreign language education. This essay will synthesize systematic research on the role of machine translation conducted in the field of educational linguistics. After describing approaches developed that promote the integration of machine translation into language learning environments, the essay will briefly outline lingering concerns associated with the integration of MT tools into educational settings. We will propose future R&D priorities that can generate products based on existing technologies that have the potential to support language learners more optimally compared to existing machine translation tools. We conclude that an acknowledgment of the difficulties of MT tools to handle socio-culturally complex source text would pave the way for the development of MT-based pedagogical tools.

Abstract: Intelligent personal assistants, otherwise known as virtual assistants, are artificial intelligence-powered conversational agents that utilize machine learning to understand and appropriately respond to user requests. In recent years, research interest on the use of this emerging technology for foreign language learning has increased. Several studies have examined the use of intelligent personal assistants for English as a foreign language learning. However, no study has studied intelligent personal assistants in the context of a non-English foreign language. Thus, this case study addressed this gap in the research by investigating the out-of-class, self-directed use of the intelligent personal assistant, Alexa, among six Japanese as a second language learners. The primary aim of the study was to better understand the experiences and perceptions of these learners when interacting with Alexa in the target language. According to an analysis of the participants’ usage history, it was found that the intelligent personal assistant could understand over 80% of the learners’ commands. When faced with a communication difficulty, the learners most often resorted to an abandonment of the previously misunderstood command, with rephrase and repeat strategies being used far less frequently. Concerning the learners’ opinions towards Alexa for autonomous foreign language learning, views were mostly positive. Namely, they believed interaction with Alexa was fun and supported their Japanese development. These results demonstrate that intelligent personal assistants have the potential to be a useful technology for self-directed foreign language learning for languages besides English.

Abstract: Abstract While the study of serious games has received due attention, few studies have investigated their potentials of simultaneously offering a route to both content and language acquisition. Understanding the interdisciplinary educational affordance of serious game play is significant, as it might provide game designers and teachers with insight into how to best design and implement serious games. In our study, the serious game Saving Lives was used to teach healthcare knowledge and English vocabulary to Iranian nursing students in an experimental group (N = 80), while control group students were taught healthcare knowledge and English vocabulary using traditional methods (N = 80). Using a mixed-methods approach (pre- and post-tests, an open- and closed-ended questionnaire), intentional content learning, incidental vocabulary acquisition, and learners’ perceptions of digital game play were investigated. Results showed statistically significant improvement in participants’ healthcare knowledge and incidental vocabulary acquisition in the experimental group compared to the control group. Vocabulary and content knowledge gains in the experimental group were the result of students’ positive attitudes toward game play, the multimodal contextual clues provided during game play, and repetitive exposure to target words in the game instructions. Using serious games to integrate content and language teaching for specific purposes, such as nursing, was found to be both a viable option for teachers and a preferable medium for fostering students’ learning and engagement.

Abstract: Using computer-assisted language learning (CALL) in English language learning has not received the attention it deserves in Indonesian EFL context; thus, this study tried to inspect the impacts of CALL on Indonesian EFL learners’ vocabulary learning, speaking skill, and speaking anxiety. To reach this end, the Oxford Quick Placement Test (OQPT) was administered to 103 Indonesian EFL students, and 60 of them whose English proficiency levels were intermediate were chosen as the respondents of this investigation. They were divided into two groups: an experimental group and a control group. Then, a vocabulary test, a speaking test, and a Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire were administered to the groups as the pretests of the study. After that, the conversations and the vocabulary items of six lessons of Family and Friends Book 6 were taught to the experimental group by an online instruction (Skype application). On the other side, the same conversations and vocabulary items were taught to the control participants by a conventional instruction (face-to-face class). After teaching the conversations and vocabulary items, the posttests of vocabulary, speaking skill, and anxiety were administered to the groups to determine the influences of the intervention on their vocabulary, speaking, and anxiety. The collected data were analyzed by utilizing independent samples and paired samples t-tests, and the gained outcomes indicated that the experimental participants outflanked the control participants both in the speaking and vocabulary posttests. Moreover, the outcomes of the questionnaire demonstrated that the experimental participants had less amount of speaking anxiety compared to the control participants after receiving the treatment. Finally, the implications and the conclusions of the results were explained at the end of the research.

Abstract: Abstract In the present meta-analysis, we investigated the robustness and the magnitude of the Foreign Language Effect (FLE) – that is, the putative effect of language context (native versus foreign language) on decision-making. We also investigated whether the FLE is moderated by language experience – measured by second language age of acquisition and proficiency – or by methodological choices – the types of decision problems adopted, the presentation modality of the tasks administered, and the perspective in which problems are framed. Our results showed a reliable FLE, which was not moderated by language experience or methodological choices. We discuss our findings in relation to available theories of FLE, and indicate possible future directions to improve our understanding of the interplay between bilingualism and decision-making.

Abstract: The present study explored the relations among foreign language (FL) classroom anxiety, enjoyment, expectancy-value motivation, and their predictive effects on Chinese high school students’ self-rated FL proficiency. Participants were 280 senior high school Chinese English as a foreign language learners who were surveyed on their foreign language classroom anxiety (FLCA), foreign language enjoyment (FLE), and expectancy-value motivation. Results showed that (1) the students generally experienced a medium to a high level of FL classroom emotions with FLE slightly higher than FLCA. They were more value-motivated than expectancy-motivated toward FL learning. Most of them perceived their FL proficiency as unsatisfying; (2) the students’ FLE was significantly positively correlated with all dimensions of expectancy-value motivation, while their FLCA and expectancy-value motivation demonstrated a complex correlation pattern. As the students’ FLCA level increased, their expectancy beliefs, intrinsic value, attainment value, and utility value decreased, but their cost value increased. By contrast, as their FLE level increased, their expectancy beliefs, intrinsic value, attainment value, utility value all increased, while their cost value first increased and then slightly decreased; and (3) expectancy beliefs, intrinsic value, private enjoyment in FL learning and anxiety arising from fear of negative evaluation jointly significantly predicted the students’ self-rated FL proficiency. Implications for future research and teaching were also discussed.

Abstract: Recent developments in the field of education have led to a renewed interest in the mediating role of critical thinking abilities (CTA) in the relationship between language learning strategies and the intermediate English as a Foreign Language (EFL) learners’ writing performance. Oxford Placement Test (OPT) was run to homogenize the participants, and 100 intermediate learners out of 235 were selected. Then, two valid questionnaires of Ricketts’ Critical Thinking Disposition and Oxford’s Strategy Inventory for Language Learning were administered. Having administered the questionnaires, the researchers asked the participants to sit for a writing test. The data collected from the questionnaires and as well as the scores of their writing performances were analyzed through SPSS (25.00). The results showed a significant relationship between (a) learning strategies and learners’ writing performances, (b) the sub-sets of learning strategies and learners’ writing performances, and (c) CTA and learners’ learning strategies. However, CTA did not play a mediating role in the relationship between intermediate EFL learners’ learning strategies and writing performance. Based on the results of the study, one might also conclude that strategies seemed to play a more important role in the performance of learners especially their writing performances. Therefore, this study had useful contributions for students, teachers, and curriculum designers. Findings of this research could assist teachers to be aware of learners’ strategies in learning writing and help their students to be responsive to using learning strategies in their learning process and create a satisfactory learning context for using learning strategies. Therefore, learners were able to become independent and feel responsibility for their own learning. Secondly, curriculum developers could take advantage of the findings to include learning strategies training into the curriculum. As a result, students were able to use strategies in their learning process more easily and finally, the results might pave the way for improving the research findings.

Abstract: Grit is among the individual difference (ID) variables that have recently come to the attention of researchers investigating second language acquisition. While some empirical evidence has been accumulated, it is clearly scant and limited, also because of the fact that many studies have looked into domain-general grit rather than this attribute as related to learning second or foreign languages. The present article seeks to fill this gap by reporting the findings of a study which has investigated the relationships among grit and a number of other ID factors, that is, domain-general grit, intended effort, language learning enjoyment, and language learning curiosity, as well as background variables, such as age, gender, year of study and experience in learning the target language. Correlational analyses, regression analyses, independent samples and paired t-tests, as well as one way ANOVAs were run on the data collected from 99 Polish students majoring in English. The main finding was that while language learning enjoyment is a direct predictor of L2 grit for younger students, general grit only enters the picture in the case of older students, being itself predicted by enjoyment. The results serve as a basis for the assumption that L2 grit is distinct from general grit, its levels may differ for different languages being learnt and it is likely to be malleable.

Abstract: Monolingualism has typically been understood as a homogeneous phenomenon. The linguistic experiences of monolinguals are usually overlooked when analysing the impact of foreign language experiences on language processing and cognitive functioning. In this study, we analyse the linguistic experiences of 962 English-speaking individuals from the United Kingdom (UK) who identified as monolinguals. Through an online survey, we found that more than 80% of these monolinguals had learned at least one foreign language, dialect, or type of jargon. More than half of this 80% of monolinguals also used languages they had learned at some point in their lives. Moreover, nearly 40% of all the studied monolinguals confirmed that they had been passively exposed to foreign languages or dialects in their environment; approximately a fourth of these monolinguals who declared exposure to at least one foreign language (or dialect) confirmed that they also used these languages. Furthermore, activities that involved passive use of languages (i.e., activities that require reading or listening but do not require speaking or writing; e.g., watching TV) were occasionally carried out in foreign languages: around 26% of these monolinguals confirmed the passive use of more than one language. Lastly, around 58% of monolinguals who had visited one or more non-English-speaking countries declared the active use of foreign languages during their stay(s). These results suggest that the linguistic experiences of monolinguals from the UK often include exposure to and use of foreign languages. Moreover, these results show the need to consider the specificity of the monolingual language experience when analysing the impact of foreign languages on cognitive functioning, as differences in the language experiences of bilinguals also have divergent impacts on cognition. Lastly, monolingual experiences are different from bilingual experiences; therefore, existing questionnaires that evaluate language experiences should be adapted to capture the particular linguistic experiences of monolinguals.