Second language acquisition is a complex process that involves numerous challenges and is influenced by various factors, including linguistic competence and classroom settings. This study examines the concerns and emotions experienced by 43 adult international students learning Maltese as a second language. By employing a mixed-methods approach, the research collected both qualitative and quantitative data through questionnaires and interviews. The results reveal a spectrum of positive and negative emotions experienced by students during a Maltese language learning session that incorporated digital resources. The evidence presented in this research shows that students have both personal and practical goals concerning second language acquisition. The use of non-traditional technological interventions aligned with the learners’ beliefs and motivations, makes the learning process more effective, particularly by eliciting positive emotions. This study underscores the importance of addressing students’ concerns and emotions in second language acquisition and the benefits of integrating technology into language learning. Pedagogically, this study advocates for a nuanced approach to address learners’ emotional concerns, emphasizing the imperative for language instructors to be trained in emotion regulation strategies to help students manage their emotions during the learning process. Moreover, integrating cultural components into language pedagogy can serve as a compass, guiding students through social norms and intricacies, thereby fostering a sense of belonging within the local community. Furthermore, the study highlights the pedagogical merit of immediate feedback mechanisms and the implementation of diverse, inclusive teaching methods and resources tailored to accommodate various learning styles and paces. These pedagogical implications advocate for a holistic and adaptive language teaching paradigm, aiming to foster a more inclusive and emotionally supportive learning environment for international students.

中文翻译：

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探索信念、动机和情感：学习马耳他语作为第二语言的见解


第二语言习得是一个复杂的过程，涉及许多挑战，并受到各种因素的影响，包括语言能力和课堂环境。本研究调查了 43 名将马耳他语作为第二语言学习的成年国际学生所经历的担忧和情绪。通过采用混合方法，该研究通过问卷调查和访谈收集了定性和定量数据。结果揭示了学生在结合数字资源的马耳他语学习课程中经历的一系列积极和消极情绪。本研究中提供的证据表明，学生在第二语言习得方面既有个人目标，也有实际目标。使用与学习者的信念和动机相一致的非传统技术干预，使学习过程更加有效，特别是通过引发积极的情绪。本研究强调了解决学生在第二语言习得中的担忧和情绪的重要性，以及将技术整合到语言学习中的好处。在教学方面，本研究提倡采用细致入微的方法来解决学习者的情绪问题，强调语言教师必须接受情绪调节策略的培训，以帮助学生在学习过程中管理情绪。此外，将文化成分整合到语言教学法中可以作为一个指南针，指导学生了解社会规范和复杂性，从而在当地社区培养归属感。 此外，该研究强调了即时反馈机制的教学价值，以及为适应各种学习风格和节奏而量身定制的多样化、包容性教学方法和资源的实施。这些教学意义倡导整体和适应性的语言教学范式，旨在为国际学生营造一个更具包容性和情感支持的学习环境。