Empirical studies delving into applied linguistics have dealt with the issues regarding language learning through a cognitive perspective for a number of years. Since cognitive approaches to ESL\EFL are concerned with the workings of the learner’s mind, studies adopting such approaches examine the cognitive processes of learners when learning a second\foreign language. The cognitive theory of learning views ESL\EFL learning as a conscious thinking process with the adoption of learning strategies and the learner as “information-processor” just like a computer. Hence, effective learning strategies that promote learning, comprehension and retention have been under investigation for many years. The likely impact of the human qualities and characteristics of the learners have not been the focus of studies governed with the cognitive theory of learning.
Affective factors as well as the “nature of human experience” with the language and education have not been under investigation in foreign language classes and education until recently. The nature of human experience with the language and education came to fore due to the ubiquitous aspect of technology, changing the ESL\EFL learning and instruction completely. Nowadays, the motives, styles and learning strategies of the millennial generation are in a constant change and hence teachers try hard to meet the ever- growing individual needs of the learners. While it is essential to grasp individual needs of learners to monitor instruction, finding ways to entice ESL\EFL learners for a rewarding language learning journey is also valuable. Additionally, the COVID-19 pandemic has had a substantial impact on the mode of instruction in education in general and ESL\EFL instruction in particular. Most learners have had their first experience of online learning. This calls a need for studies incorporating innovative instructional strategies to foster learner engagement and evaluating the effectiveness of online teaching and learning modes.
This Research Topic encourages experimental studies evaluating ways to ensure student connectedness, engagement and autonomy as well as instructional strategies to put language learners into the right state of mind are more than welcome. Since the themes are not confined to language learning only, experimental studies investigating educational psychology from other disciplines are also acceptable on the condition that the relevance of the manuscripts to the identified themes is established. The themes welcomed include (but are not limited to) the following:
• psycholinguistics
• literature and psychology
• mobile learning
• use of digital tools in language education
• flipped learning
• online classroom environment
• gender
• artificial intelligence
• innovative language instruction
• EFL\ESL learner and teacher psychology
• positive psychology in language learning and instruction
• educational psychology.
Empirical studies delving into applied linguistics have dealt with the issues regarding language learning through a cognitive perspective for a number of years. Since cognitive approaches to ESL\EFL are concerned with the workings of the learner’s mind, studies adopting such approaches examine the cognitive processes of learners when learning a second\foreign language. The cognitive theory of learning views ESL\EFL learning as a conscious thinking process with the adoption of learning strategies and the learner as “information-processor” just like a computer. Hence, effective learning strategies that promote learning, comprehension and retention have been under investigation for many years. The likely impact of the human qualities and characteristics of the learners have not been the focus of studies governed with the cognitive theory of learning.
Affective factors as well as the “nature of human experience” with the language and education have not been under investigation in foreign language classes and education until recently. The nature of human experience with the language and education came to fore due to the ubiquitous aspect of technology, changing the ESL\EFL learning and instruction completely. Nowadays, the motives, styles and learning strategies of the millennial generation are in a constant change and hence teachers try hard to meet the ever- growing individual needs of the learners. While it is essential to grasp individual needs of learners to monitor instruction, finding ways to entice ESL\EFL learners for a rewarding language learning journey is also valuable. Additionally, the COVID-19 pandemic has had a substantial impact on the mode of instruction in education in general and ESL\EFL instruction in particular. Most learners have had their first experience of online learning. This calls a need for studies incorporating innovative instructional strategies to foster learner engagement and evaluating the effectiveness of online teaching and learning modes.
This Research Topic encourages experimental studies evaluating ways to ensure student connectedness, engagement and autonomy as well as instructional strategies to put language learners into the right state of mind are more than welcome. Since the themes are not confined to language learning only, experimental studies investigating educational psychology from other disciplines are also acceptable on the condition that the relevance of the manuscripts to the identified themes is established. The themes welcomed include (but are not limited to) the following:
• psycholinguistics
• literature and psychology
• mobile learning
• use of digital tools in language education
• flipped learning
• online classroom environment
• gender
• artificial intelligence
• innovative language instruction
• EFL\ESL learner and teacher psychology
• positive psychology in language learning and instruction
• educational psychology.
