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Recognizing the pervasive influence of foreign language classroom anxiety (FLCA) on the trajectory of language learning, this comprehensive study delves into the specific self-regulatory strategies (SRSs) employed by non...

The growing interest in current approaches to communicative foreign language teaching should encourage a stronger commitment to the didactics of phraseology in Spanish as a foreign language classroom and open the way for...

In today’s world, where learning a foreign language has become a necessity, students’ perceptions of French play an important role in the language learning process. In this context, metaphors are one of the most effe...

Test anxiety stands as one of the most impactful affective factors in the English as a foreign language learning journey. Indeed, current language learning theories affirm the serious impediment of foreign language test ...

Although extensive scholarship has explored Qur’anic verses on interfaith relations, limited attention has been paid to how theological ideologies—namely exclusivism, inclusivism, and pluralism—are mediated through...

This study investigates the integration of intercultural competence in the teaching of French as a Foreign Language (FLE) in Teacher Training Colleges (TTCs) of the Eastern Province of Rwanda. Although research in langua...

Collaborative learning is a crucial social-affective strategy in EFL classes, fostering shared expertise and decision-making among researchers in knowledge construction and language skills development, especially in acad...

This article examines the notion of ‘task’ in the context of language teaching and learning. While the main focus lies on German as a Foreign Language, the different meanings and interpretations of tasks in English a...