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Universiti Brunei Darussalam has been fostering the study of foreign languages in Brunei to expand their undergraduates’ accessibility in the job market and overall give them equal opportunities to have a quality foreign language learning experience. This paper is a critical analysis of past studies by Ainol and Isarji’s (2009) on foreign language learners at Universiti Kebangsaan Malaysia (UKM), and Universiti Teknologi MARA (UiTM), and Farhana’s (2019) study on Universiti Brunei Darussalam’s (UBD) foreign language learners’ motivation. A focused investigation at how different motivation types, namely intrinsic, extrinsic, instrumental, and integrative, affect foreign language learners at the university level in Brunei Darussalam and Malaysia. A pattern observed in Brunei and Malaysian universities is that intrinsic motivation is the foundation of foreign language learning. Bruneian undergraduates are learning out of interest, and their Malaysian counterparts are learning because they enjoy the experience. While the university's language policy determines the number of students learning a foreign language each semester, the outcome is still highly dependent on the student's motivation to learn the foreign language.

Language training has assumed a higher profile over the last five years, yet many employers still appear to lack understanding of the needs, motivations, and attitudes of staff who undertake a course in a modern language. This study was carried out over a six‐month period (1991‐1992), specifically to obtain data on participant attitudes, and the various positive and negative influences on their linguistic performance. Of greatest interest to industrial trainers is the way in which the findings detail those influences which motivate or demotivate those already working, to learn a foreign language – information which could be invaluable when designing language programmes for specific individuals or job‐functional areas within an organization.

This study attempts to assess the readiness of Saudi students for independent/autonomous learning, with a focus on learning of English as a Foreign Language (EFL). The study used a questionnaire and semi-structured interviews to gain insights from a population of 319 students (aged 15-24) about their perceptions of responsibilities, decision-making abilities, motivation, involvement in autonomy-related activities, and capacity to take charge of their own learning. The findings of the study confirmed the relatively low readiness of Saudi EFL learners for independent learning (M = 3.06 on a scale of 1 to 5, SD =.31). Learners demonstrated low responsibility levels, since only 17.27% of them perceived that they accept sole responsibility for their EFL learning. Respondents reported a moderate level of ability (M = 3.63) and motivation (M = 3.70) to learn English. A considerable percentage of participants (27.29%) reported that they are rarely involved in self-directed activities; they demonstrated high levels of teacher dependency and low levels of learner independence. Despite the participants’ reasonable level of awareness of the nature of learner autonomy and its demands, their responses identified them as EFL learners with low autonomy. This study informs EFL learning stakeholders in Saudi Arabia that learners’ readiness for such conditions must be developed before interventions aimed at promoting autonomy are implemented in this context.

.هيتاذ ةروصب ةيزيلجنلإا ةغللا ملعتل نييدوعسلا بلاطلا ةيزهاج ىدم ميقت نأ ةساردلا هذه لواحت تفظونايبتسا ةساردلا ا تلاباقمو رظن ةهجو ىلع لوصحلل319 لوح ابلاط يتاذ لكشب ملعتلل ةيلوئسملا مهلمحت ىدمةيعفادلا ،رارقلا ذاختا ىلع مهتردق ، ةغللا ملعتلةيبنجلاا ةغللا ملعتل نييدوعسلا بلاطلا ةيزهاج فعض ةساردلا جئاتن تتبثا .يتاذ لكشب ملعتلا ىلع ةردقلاو ،ةيتاذلا ةطشنلأا يف ةكراشملا ،يلجنلإا = طسوتم( يتاذ لكشب ةيز3.06 = يرايعم فارحنا ،31. ثيح يتاذ لكشب ملعتلل ةيلوئسملل مهلمحت فعض نوكراشملا تبثا .)تبسن ام ىعداه طقف(17.27 ملعتلا ىلع ةردقلل ةطسوتم تايوتسم نوكراشملا سكع نيح يف كلذل مهلمحت نيكراشملا يلامجا نم )%3.63ةيعفادلاو ) لجنلإا ةغللا ملعتل( ةيزي3.70( نيكراشملا نم ةريبك ةبسن سكعت .)27.83يف مهتكراشم مدع )% يتاذلا ملعتلا ةطشنأ ريبك لكشب دامتعلااولوح نوكراشملا اهادبا يتلا ةطسوتملا تايوتسملا نم مغرلا ىلع .سفنلا ىلع دامتعلاا فعضو ملعملا ىلع فارتعلاا بمهتاباجا نا لاا هتابلطتمو يتاذلا ملعتلا ةيمهأ هذه يصوت .يتاذلا ملعتلل مهتيزهاج مدع تتبثا ةلباقملا ةلئساو نايبتسلاا ىلعلا جمد ةلواحم لبق يتاذلا ملعتلل ةبسانملا ةئيبلا ريفوتب ةيدوعسلا ةيبرعلا ةكلمملا يف ةيزيلجنلإا ةغللا ملعت نع نيلوئسملا ةساردلا يف بلاط .ملعتلا نم عونلا اذه

The present study focuses on the link between foreign language anxiety (FLA), self-perceived proficiency, and multilingualism in the under-explored English as a Foreign Language (EFL) context of Saudi Arabia. Ninety-six Arabic undergraduate college-level EFL students (56 males, 40 females) answered the Arabic version of the Foreign Language Classroom Anxiety Scale (FLCAS – Horwitz, Horwitz, & Cope, 1986). The analyses revealed that Saudi multilinguals suffered from low to moderate levels of FLA with female participants experiencing more anxiety than their male counterparts. Multiple regression analyses revealed that gender and self-perceived proficiency explained over a quarter of variance in FLA. Furthermore, the study did not find any role of experience abroad in predicting FLA.

The field of teaching English as a second or foreign language has become increasingly important at colleges and universities. Academic libraries must provide TESL students and professionals with an adequate selection of journals in the field. This annotated bibliography and summary chart of TESL‐related journals will aid collection development librarians in evaluating and building their collection, provide TESL students with an overview of available professional journals, and help TESL faculty and professionals identify journals in which to publish articles.

This study aims to investigate the potential effect of project-based learning (PBL) in alleviating the negative psychological factors that hinder language learning in an intensive-English course at a private Lebanese university through its meaningful, student-centered, collaborative, and creative pedagogical approach and supporting students in constructing a positive self-identity as an English language learner and user.

The L2 Motivation Self System theory describes the roles of the Ideal L2 Self, the Ought to L2 Self, and the L2 Learning Experience as the three dimensions that trigger L2 motivation, which is an important factor in achieving L2 learning outcomes. This pre- and post-test questionnaire study aims to investigate the impact of designing and implementing project-based learning as a creative pedagogical method on the L2 Learning Experience of tertiary EFL students undertaking an intensive English language course.

The paper found that such a pedagogical approach decreased students’ foreign language anxiety and positively impacted their attitudes toward L2 learning as they actively engaged in their projects in a meaningful, connected, and creative manner. This paper concludes that the adopted innovative pedagogical approach created an L2 language learning experience for EFL students to move closer from their actual self to their potential or imagined Ideal L2 Self as they embraced their creative self, social self, and risk-taking self within the frame of identity negotiation and construction. Findings from this study map to the wider literature on L2 language acquisition and foreign language learning.

This study has theoretical and practical implications. Theoretically, this research contributed to the existing body of literature on L2 education from a nuanced lens that maps students’ motivation, engagement, characteristics, and psychology to their identity as L2 learners to make their learning journeys more rewarding, productive, and connected.

Practically, this study showcases how the implementation of the PBL approach in a creative and aligned manner can positively impact students’ attitudes toward English teaching and learning, making novel reading a more engaging task that prompts students’ creativity, critical thinking, and risk-taking while facilitating the negotiation and construction of their identity as L2 learners and users. Additionally, the implementation of such creative pedagogical approaches prompts on an educational policy level the shift from the traditional ways of English teaching and learning to a more student-centered, engaging and connected state, creating a set of exemplars for EFL and ESL instructors to use to ensure that L2 learners connect to their own experiences and develop a range of transferrable skills while acquiring language capabilities.

This paper concludes that the adopted innovative pedagogical approach served as a channel for EFL students to move closer from their actual self to their potential or imagined Ideal L2 Self as they embraced their creative self, social self, and risk-taking self within the frame of identity negotiation and construction. Findings from this study map to the wider literature on L2 language acquisition and foreign language learning.

This chapter will focus on how inclusive pedagogic practices can be played out in primary and secondary classrooms where the goal is using languages other than the learners’ home language as both the medium and content of learning (i.e. learning to use language and using languages to learn). This requires an approach which is inclusive, flexible and relates to any context – both languages and subject classrooms. The focus will be on how using an integrated approach to the curriculum, in which languages are used as a tool for learning, has the potential to be motivating and accessible to very diverse learners.

The chapter includes two lessons – the primary lesson plan will expand how simple language can be used to develop and enjoy painting and art with young students and the secondary lesson plan will focus on how a visual approach to thematic or cross-disciplinary work, such as natural disasters, can supplement and support deeper understanding of other areas of the curriculum as well as building confidence in communicating in an alternative language.

The paper aims to propose a virtual reality (VR) wisdom teaching model in open university English course from the perspective of “Metaverse”. The study aims to testify the stimulation for English learning and the effectiveness of English-expressing with VR tools for adult learners from the practice in a pilot reform project.

The paper opted for an exploratory study using ICARE Design Model as the framework, under the grounded theories of constructivism and multi-modal teaching. The study compared the evaluation data of one-semester English learning performance between the experimental class (67 students) with VR practice and the controlled class (67 students), including speaking test score, qualitative feedback and in-depth experience analysis. The data were complemented by reflection paper analysis, including manual evaluation (the criteria of semantics, pronunciation, fluency and completeness), questionnaire survey (in the form of five-point Likert scale) and semi-structured interview.

The paper provides empirical insights about the VR wisdom teaching model in English language teaching and learning in a Chinese Open University. The empirical results suggest that “3I” features of VR technology could make up for the shortcomings of traditional English classes in open universities in China, and VR resources designed with curriculum teaching materials could also be helpful for students’ command of knowledge points and language skills. What’s more, the sense of authentic experience in virtual could promote the teaching and learning effect in college English classes.

The present study focuses on a wisdom mode of foreign language teaching and learning for adult learners in open education, so the research results may lack generalizability. Therefore, researchers are encouraged to further explore the deep integration of VR/artificial intelligence in foreign language teaching and learning.

This paper fulfills an identified need to study how VR tools provide an engaging, fun and immersive language learning environment, to enhance autonomous learning and learning engagement.

Acquiring a foreign language may be a lifelong endeavor, and this requires one to approach it from a lifelong learning perspective. However, learners may not always be ready for such an approach. It is important to know where learners stand in their orientations toward learning and consider this when planning educational activities. Therefore, it is necessary to determine language learners’ readiness for lifelong learning (LLL) in order to support their language development. This paper reports the findings of a study conducted to identify the LLL propensities of some Turkish and Emirati university students learning English as a foreign language in their local contexts. The study included 61 Emirati and 47 Turkish students, with a mean age of 19. Data were collected using a research tool with three sections: Demographics, the Lifelong Learning Tendency Scale (LLLTS – developed by Coskun & Demirel (2012)), and a survey with six open-ended questions. Student’s t-test, the Kruskal-Wallis test and the Mann-Whitney U-test were used to compare the quantitative data in terms of the participants’ nationalities, gender and length of study. The results showed that both Turkish and Emirati students had a moderate level of propensity for LLL. However, the Turkish students’ overall LLLTS scores as well as certain sub-skills were found to be higher than those of the Emirati students. Gender was not found to make a significant difference in the students’ LLL orientations, while motivation was found to be lower at a statistically significant level for those learning English for more than a year. Suggestions are offered for the development of language learners’ LLL skills.

This paper aims to highlight a research on integrating technology into teaching and learning of second/foreign language writing.

In total, 18 empirical studies, involving a total of 1,281 second and foreign language learners, have been reviewed. These studies are selected from the following two databases: Web of Science and Google Scholar. The meta-analysis investigates how effect sizes vary depending on these moderators as follows: stage of writing, language context, learners’ educational level and language proficiency level.

The findings of this meta-analysis have indicated that technology has a large effect on second/foreign language writing (d = 1.7217). These findings have also revealed that the two stages of writing, drafting and editing, have received most of the researchers’ concern. In addition, high school and university learners have achieved a larger effect size of using technology in writing learning; beginner learners have achieved the smallest effect size.

To sum, the previous meta-analyses and reviews tried to explore the effect of computer on writing skills. However, some of them were limited to special groups (Williams and Beam, 2019) and some others analyzed very few studies (Little et al., 2018). Therefore, a comprehensive analysis of the effect of implementing technology in writing skills is needed. The purpose of this study is to perform a meta-analysis of the primary studies about the integration of technology into writing skills. The primary goals of this meta-analysis were to: examine the overall effects of implementing technology in writing; synthesize the relationship between technology and a number of moderators such as stages of writing, language context, learners’ target language proficiency and learners’ educational level (school and university).