IDLL – Individual differences in language learning

A multi-study project examining the measurement, interactions, and effects of individual differences in language learning. We explore individual differences such as personality, emotions, behavioural pre-dispositions, perceptions, demographic variables such as gender, age, and multilingualism as predictors of language learning. Our target samples include both language learners acquiring a second/foreign language and teachers of foreign languages. The majority of our studies are quantitative and data is analysed through advanced statistical methods. By quantitatively modeling individual differences and language learning variables, we hope to understand what role individual predispositions may play in the role of language learning and the use of additional/foreign languages. Our studies are all international collaboration projects with partners such as the University of Vienna (Austria), University of London (United Kingdom), Adam Mickiewicz University (Poland) and the North West University (South Africa). Some of our latest studies include: *The intricacies of translating and adapting scales for language learning research in children and early adolescents (Partner: Alexandra Stadtler, Universidad Internacional de la Rioja, Spain) *Imposter Phenomenon in L2 language learners and teachers of English (Partner: Pia Resnik, University of Vienna, Austria) *Individual differences in the perception and use of swearing in bilingual adults (Partner: Gerhard van Huyssteen, North West University, South Africa) *Examining effect sizes found for individual differences research in Applied Linguistics (Partner: Lisa Stempfer and Pia Resnik, University of Vienna) *Exploring boredom and its measurement for adolescent and adult language learners (Partner: Miroslaw Pawlak, Adam Mickiewicz University) Highlighted Research: Botes, E., Dewaele, J. M., Greiff, S., & Goetz, T. (2024). Can personality predict foreign language classroom emotions? The devil’s in the detail. Studies in Second Language Acquisition, 46(1), 51-74. https://doi.org/10.1017/S0272263123000153 Botes, E., Dewaele, J. M., & Greiff, S. (2022). Taking stock: A meta-analysis of the effects of foreign language enjoyment. Studies in Second Language Learning and Teaching, 12(2), 205-232. http://dx.doi.org/10.14746/ssllt.2022.12.2.3 Botes, E., Van der Westhuizen, L., Dewaele, J. M., MacIntyre, P., & Greiff, S. (2022). Validating the short-form foreign language classroom anxiety scale. Applied Linguistics, 43(5), 1006-1033. https://doi.org/10.1093/applin/amac018 Dewaele, J. M., Botes, E., & Meftah, R. (2023). A three-body problem: The effects of foreign language anxiety, enjoyment, and boredom on academic achievement. Annual Review of Applied Linguistics, 43, 7-22. https://doi.org/10.1017/S0267190523000016