14.1 Study Design (van Compernolle, 2012, 2014) 215 14.2 Adaptations of the CBPI
Framework for the Classroom 218 16.1 Examples of DA in L2 Classrooms 254 16.2 …

The pioneering work of Gardner and Lambert (1959) is responsible for drawing the attention
of applied linguistics and language educators to the relevance of non-cognitive factors in the …

Since its introduction to the L2 field, dynamic assessment (DA) has been received both as
an approach to assessment that offers potential to uncover learner abilities that otherwise …

While student engagement is central to connecting feedback provision with learning
outcomes and has significant value for unlocking the learning potential of feedback, the …

The authors point to systemic‐theoretical instruction (STI), which underscores the
importance of abstract conceptual knowledge in schooling, and dynamic assessment (DA) …

The Psychology of Language Learning (PLL) represents an interdisciplinary blend of
linguistics, psychology, and education that examines areas of psychology as enacted and …

This thesis explores young language learners' experiences of classroom interaction in
English instruction, focusing on foreign language anxiety (FLA), sense of agency and …

This dissertation focuses on highly educated, English-speaking immigrants studying in
integration training in the Helsinki metropolitan area and explores their experiences of using …

The aim of this paper is twofold. On a conceptual level, we argue that the cognitive and
emotive exist in dialectic relation to one another and that as such both are ever present in …

The affective turn in the second language (L2) acquisition literature has witnessed a shift
from the periphery to a clear focus on emotions. Nevertheless, this shift tends to examine …