Positive psychology has been introduced to the applied linguistics literature with the broad goal of improving the experience of language learners and teachers through a variety of interventions (MacIntyre & Mercer, 2014; Gabryś-Barker & Gałajda, 2016). “The aim of positive psychology is to catalyze a change in psychology from preoccupation only with repairing the worst things in life to also building the best qualities in life” (Seligman &
Csikszentmihalyi, 2000, p. 5). One significant contribution of this young field has been a series of empirically-tested positive psychology interventions (PPIs) that have been shown to increase positive emotion, reduce distress, and/or improve well-being (Seligman, Steen, Park, & Peterson, 2005; Sin & Lyubormirsky, 2009). In the present research, we examine one application of a PPI involving a focus on using character strengths as a way to address language anxiety. Through a case study analysis, we demonstrate the ways that this intervention was beneficial for the student.

This study investigates how praising students’ success in tasks affects the performance of other students who were not successful. Possible and impossible crossword puzzles were used as an experiment to engender fixed mindsets in half of the sample. The average time to complete a crossword puzzle at the pretest was compared to the average time to complete the same puzzle at the posttest. The results showed that students given possible crossword puzzles were able to make significant improvements in the speed with which they could complete the puzzle at the posttest stage. However, such improvements in performance were not seen among the students who had been temporarily primed into a fixed mindset during the experiment through the use of the impossible crossword puzzles. Reasons behind these results as well as pedagogical implications related to effective ways of giving praise and other feedback will be discussed.

There has been a call in recent years for an integration of cognitive load theory into instructed second language acquisition practices to assist language learners by taking advantage of theories on human cognitive architecture. This paper seeks to move the conversation on how this integration might be achieved by presenting findings from survey data conducted with learners enrolled online courses at a cyber-university in South Korea (n = 68). Findings show a statistically significant positive relationship between distraction and extraneous load. These results are used to postulate a model for explaining the how the effects of extraneous load on attention can be integrated into second language learning theory. Pedagogic implications of this are the value of explicitly signaling key vocabulary and grammar, ensure spatial and temporal considerations are made when using multimodal instruction, and placing learners at the center of decisions on the blend of media they experience in instruction.   

Gender is a key factor in the field of Second Language Acquisition (SLA), where its impact on language learning strategies (Aslan, 2009; Oxford & Nyikos, 1989; Sumarni & Rachmawaty, 2019) and productive vocabulary (Canga Alonso & Arribas García, 2014; Fleckenstein, 2018; Jiménez Catalán & Moreno Espinosa, 2004) has been investigated. However, to our knowledge, there is a lack of research of gender on language learning strategies in relation to productive vocabulary in English as a Foreign Language (EFL). The present study aimed to pursue three objectives. The first one was to ascertain whether males or females employed more language learning strategies. The second objective was to determine whether males or females had more productive vocabulary. Finally, the third objective was to investigate whether there was a statistically significant relationship between language learning strategies and productive vocabulary. The sample consisted of 51 EFL learners (20 males and 31 females) at the second year of Spanish non-compulsory Secondary Education (equivalent to 12th grade). The Strategy Inventory for Language Learning (SILL) questionnaire (Oxford, 1990) and the Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995, 1999) were the instruments employed in order to measure informants’ language learning strategies and productive vocabulary respectively. Afterwards, students’ answers were processed electronically and analyzed quantitatively. Results revealed that females use language learning strategies significantly more than males, but there were not statistically significant differences between them regarding productive vocabulary. Moreover, a positive correlation was found between language learning strategies and productive vocabulary.

This paper focuses on the analysis of the lexical and semantic influences of L2 (Catalan) on the L1 (Amazigh) in a basic semantic field: parts of the body. Based on the observation that our participants show differences in their L1 usage related to the amount of time they have been in contact with Catalan, our goal is to analyze and describe these differences to see if they are the consequence of a transfer from the L2 conceptual system. This paper is a qualitative study with a sample size of 14 participants whose L1 is Amazigh and who live in Catalonia. The results show that there are cases of semantic and conceptual influence, although to a lesser degree than in other studies that do not analyze data from basic semantic fields. We will also show that there are extralinguistic factors that influence these transfers (the status of the languages involved and certain characteristics of the speakers).

This study aimed at examining the effects of corpus-based instructional mediation on EFL learners’ academic writing skills improvement. To conduct the research, a quasi-experimental research design was employed. A total of 72 EFL mechanical engineering students participated in the study, and they were selected through a simple random sampling technique.  Among them, 25 students were assigned to the experimental group and 47 students to the control group. The data were gathered by means of pre- and post-tests. Multivariate Analysis of Variance (MANOVA) was used to observe the statistical differences between the control and the experimental groups in their academic writing skills. The results showed that the students who were instructed through corpus-based instructional mediation outperformed than the students who were instructed in the conventional instructional approach. Particularly, the students who participated in the experimental group improved their content, communicative achievement, organization, grammar, and vocabulary usage than the students who participated in the control group. Therefore, this research calls for inclusion of corpus-based authentic linguistic elements in their teaching material when teaching academic writing courses in the EFL context.

In Japanese, onomatopoeia are an important element in expressing feelings and experiences. They are difficult for students of Japanese to acquire, especially the nuances. Herein, we propose an e-learning system to improve the efficiency of teaching the nuances – both explicit and tacit – to non-native speakers of Japanese in three steps. We synthesized a new learning strategy available to students leaning Japanese onomatopoeia using narrative strategies to mimic the learning methods used by native speakers. This was achieved by firstly teaching the formal rules representing the explicit nuances. Secondly, the students created new onomatopoeic words by utilizing those formal rules. Finally, feedback was provided by evaluating the onomatopoeias created through the support system of narrative strategies to provide implicit teaching. To verify the effectiveness of the proposed method and the learning system, we conducted an experiment involving two groups of subjects. While Group A got feedback about the appropriateness of their onomatopoeic constructions from the native speakers’ narrative interpretations, Group B just reviewed the database material like in a traditional classroom. Results indicate our e-learning system has a significant effect on the acquisition of a working understanding of onomatopoeia.

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