Chinese immersion programs have been increasingly popular in US schools. However, we have insufficient data on young English‐speaking children's acquisition of Chinese as a second language in these programs, and specifically on social contextual variables systematically promoting or hindering Chinese language use. Taking a variationist sociolinguistic approach, this mixed‐methods case study identifies

Research indicates that high‐immersion virtual reality (VR) has several unique affordances for language learning that contribute to learning outcomes, such as boosting learners’ confidence, engagement, and motivation. However, little is known about the extent to which VR promotes language skills, in particular learners’ verbal interaction using a second language (L2). The present study uses an intervention

Aptitude–treatment interaction (ATI) research is of both theoretical and practical interest to second language (L2) learning, since it provides insights into the processes linking learner‐internal individual difference factors and learner‐external contextual variables including instructional approach—variables that jointly determine L2 outcomes. The present study employed a full range of aptitude measures

This article examines the relationship between collective memory and individual second‐language (L2) learning motivation as articulated in a qualitative research study with language revitalization practitioners. These practitioners learn and teach their languages and engage in other activities in order to bring Indigenous or ancestral languages into new use following a period of loss. In this study

Framed by family language policy (FLP), in conjunction with the Douglas Fir Group's ecological transdisciplinary framework for second language acquisition, this multiple case study investigates the FLPs of two Hmong–American families in relation to a Hmong–English dual‐language program (DLP) where their children are enrolled. Interviews, artifacts, and family‐recorded interactions were utilized to

The use of students’ first language (L1) in additional language (L2) instruction has been a recurring theme in language education research. While research has documented the amount of L1 use and its purposes in L2 instruction, little research has investigated the multifaceted motives that influence language choices at the micro level of social activity where language learning takes place. This study

This systematic review synthesizes the literature (involving 62 empirical studies) regarding the effectiveness of cognitive linguistics‐inspired language pedagogies (CL‐ILPs) on second language (L2) learning. It begins with an overview of the main theoretical tenets of cognitive linguistics followed by a description of the data selection, coding, and analysis. Then, besides noting a sharp increase

Empirical work exploring additional language (L+) learning emotions has both proliferated and expanded its focus over the past 15 years. The current article explores one possibility for responding to the challenge of capturing and describing emotions in order to furnish a more contextualized, multidimensional picture of emotions in L+ learning: the small‐lens approach. From the perspective of the author

The article introduces triangulation to converge evidence from corpus and experimental data, by means of two case studies in second language (L2) learners of Greek. The first case study investigates the acquisition of gender agreement, while the second probes the development of relative clauses. In both studies, findings from the corpus are tested against online experimentation using eye‐tracking and

This study used idiodynamic methodology to investigate the dynamics of second language (L2) learners’ foreign language anxiety (FLA) and foreign language enjoyment (FLE), and the details of emotion regulation (ER) directed at managing these emotions, in pair‐ and group‐work speaking tasks performed by 10 advanced English‐as‐a‐foreign‐language (EFL) learners. L2 classroom tasks were video recorded and

In foreign language learning, it is important that learners become autonomous and learn how to self‐regulate their learning to continue language development. This article presents a self‐evaluation procedure designed to promote self‐regulation in speaking skills in a foreign language. This self‐evaluation procedure was tested in a quasi‐experimental study among 329 secondary school students in the

Second language (L2) learners hold different learning beliefs that influence their interpretation of classroom experiences and their L2 learning process. Developing a thorough understanding of such beliefs is therefore imperative. This article reports the representations of Iranian English‐as‐a‐foreign‐language (EFL) learners’ beliefs about L2 speaking fluency as revealed by elicited metaphors and

There are calls for developing ways to teach language that can inspire and motivate students to study additional languages. While previous research has pointed toward benefits of arts‐based activities in language learning, combining language and dance has mainly been studied with younger language learners. Contextualized within the course “Dance with language,” this study explores spoken word choreographies—word‐

The purpose of this study was to examine the career trajectories of two teachers in the United States and their decision to leave teaching Spanish. Data for the study emerged from the teachers’ narratives about their school‐based experiences and the consequences of those experiences on their decisions to reorient their work in the educational community. We adopted the theoretical framework of history

This study explores the identity formation of two postsecondary language teachers and course coordinators—one in German and one in French—as they created intermediate‐level, content‐based social justice curricular units for a multiyear project. Using a multiple‐case‐study methodology and cultural–historical activity theory, this qualitative investigation answers the following research question: How

This study considers the relative benefits for vocabulary learning of exposure to two types of texts—literary or nonliterary—used with two teaching approaches. These approaches were termed functional and creative, respectively. In the former, learners’ attention was drawn to factual information and linguistic features in order to develop their linguistic knowledge. In the latter, the aim was to stimulate

This study explored the role of feedback‐seeking behaviors (FSB) in how English‐as‐a‐second language (ESL) learners benefit from written corrective feedback (WCF). Seventy‐six learners enrolled in an ESL writing course at a major university in the United States completed an FSB questionnaire, wrote a narrative essay, received WCF on their essays, and were given the opportunity to seek further feedback

The interactions among cognitive, affective, and linguistic factors have received scant attention in task‐based writing research. To address this gap, this study aims to examine the relationships among task complexity, task motivation, task engagement, and syntactic complexity in second language (L2) writing. One hundred L2 learners enrolled in an English‐as‐a‐second‐language (ESL) writing course at

While many language teachers leave the profession early, others thrive and teach until retirement. Understanding how these teachers maintain their passion can help identify the support needed for their personal and professional growth. However, research on the factors behind their sustained happiness in the teaching profession is limited. The main objective of this qualitative study was to explore

Fear, anxiety, and uncertainty creep into the confidence the learner has previously placed in their knowing and is reflective of a very chaotic transitional period. Senses are overloaded with unfamiliar knowledges, thoughts, and reflections that disrupt a familiar and comfortable sense of being and knowing, but once in the middle we must press on through to the other side or be carried away by fear—the

This special issue is both timely and perfectly placed. Interest in heritage language (HL) learning has been growing for a while (Driver, 2022), as has the interest in the emotions of language learners and users (Dewaele & MacIntyre, 2014). By bringing these two strands together, the guest editors have created a powerful research synergy. Just as François Grosjean (1989) famously declared that bilinguals