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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...

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 ...

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 a globalized world, students require broader social and communicative skills. Foreign language teaching must thus incorporate sociocultural sensitivity and multiculturalism—a pedagogical approach fostering understan...

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...

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...

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...

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...