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| LEADERSHIP UPDATES |
| LETTER FROM THE EDITORS |
Natalia Dolgova, George Washington University, Washington, DC, USA
Heather Weger, Georgetown University Law Center, Washington, DC, USA |
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| LETTER FROM THE CHAIRS |
Bahiyyih Hardacre, California State University Los Angeles, Los Angeles, California, USA
Polina Vinogradova, American University, Washington, DC, USA |
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| LETTER FROM THE CHAIR-ELECT |
Anna Dina L. Joaquin, California State University Northridge, Northridge, California, USA |
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| ARTICLES |
| BUILDING POSITIVE OUTCOMES FOR ENGLISH LANGUAGE LEARNING: A CASE FOR FOCUSING ON POSITIVE INDIVIDUAL DIFFERENCES |
J. Dylan Burton and Paula Winke, Michigan State University, East Lansing, Michigan, USA |
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Positive affective individual differences are underlying traits in language learners that have an important impact on success in learning a second language. This article introduces three of these traits—motivation, grit, and willingness to communicate—and some of the benefits their development can have on learning outcomes. Read More |
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| A SELF-REFLECTION APPROACH TO BOLSTERING MOTIVATION IN THE FOREIGN LANGUAGE CLASSROOM |
Monique Yoder, Michigan State University, East Lansing, Michigan, USA |
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Motivation is seen as a key component of successful L2 learning. As an individual difference that is both dynamic and dependent on the learning environment, this piece offers language teachers useful suggestions on implementing opportunities for learners to reflect on their L2 motivation within a language learning setting. Read More |
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| THE POSITIVE EFFECTS OF BUILDING GRIT IN THE FOREIGN LANGUAGE CLASSROOM |
Martiniano Etchart and Tamoha Siddiqui, Michigan State University, East Lansing, Michigan, USA |
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Grit is recognized as a crucial characteristic for all learners to be successful. In the last decade, grit has been the focus of study for both psychologists and applied linguists. In this article, we discuss its effects on language learning and offer recommendations on fostering grit in the foreign language classroom. Read More |
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| BUILDING WILLINGNESS-TO-COMMUNICATE IN THE FOREIGN LANGUAGE CLASSROOM |
Joanne Koh, Michigan State University, East Lansing, Michigan, USA |
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In this article, I introduce the importance of small group work and authentic classroom tasks in building language learners’ willingness to communicate (WTC). I explain how students’ orientation to group work and perceptions toward tasks co-contribute to promote engagement in communication. I end with practical guidelines for building students’ WTC. Read More |
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| ABOUT THIS COMMUNITY |
| APPLIED LINGUISTICS INTEREST SECTION (ALIS) |
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