Psychology of Language Learning
Enjoyment, boredom, mindfulness, grit, academic buoyancy, and the future selves learners imagine.
Research
Research
My academic work sits at the intersection of second-language learning, learner psychology, classroom experience, and identity—alongside a newer research program opened by WEME theory for studying narrative and collective actorhood.
Google Scholar profileResearch Areas
Questions I pursue
Classrooms and Learner Engagement
Classroom social climate, teacher feedback, and the conditions that enable deeper participation.
Writing and Identity
Second-language writing development, the ideal L2 writing self, and the roles of feedback and feedforward.
Narrative and Collective Actorhood
How narrative lineages connect to roles, action, the attribution of outcomes, and a recognizable ‘we.’
Current Theory Work
When Narratives Become a ‘We’
A Process Theory of Narrative Lineages and Collective Actorhood
This theoretical article defines WEME as a meso-level process: a temporal lineage of related narratives that preserves an identity–action schema, connects to public enactment and collective attribution, and then changes through attributed outcomes.
- Seven falsifiable propositions
- Clear boundaries from memes, collective identity, narrative, and complex contagion
- A longitudinal and experimental research program
Selected Publications
Publications and Current Projects
Published work and projects currently in progress or under review. A complete citation record is available through Google Scholar.
Need for cognition, metacognitive awareness, critical thinking in generative AI use, and classroom engagement among EFL learners: A cross-sectional study
In progressManuscript in progress
A cross-sectional study of 526 EFL learners examining how need for cognition, metacognitive awareness, and critical thinking in generative AI use relate to classroom engagement.
Beyond Enjoyment and Anxiety: Measurement Structure and Incremental Associations of Eight Achievement Emotions with EFL Learner Engagement
In progressManuscript in progress
A study of 685 EFL learners examining the measurement structure of eight achievement emotions and each emotion’s incremental contribution to learner engagement.
The Invisible Regulatory Hand: How Autonomy and Competitive Dynamics Relate to Teacher Innovation, Feedback Orientation, and Reflective Practice
In progressManuscript in progress
A mixed-methods study drawing on data from 272 teachers and 11 interviews to examine how autonomy and competitive dynamics relate to teacher innovation, feedback orientation, and reflective practice.
Effects of Teacher Response on Learners’ Writing Development, Ideal L2 Writing Self, and Writing Engagement
PublishedInternational Journal of Instruction, 18(2), 615–636
A study of how feedback, feedforward, and their combination shape writing development, the ideal L2 writing self, and learner engagement.
Ideal L2 Self, Mindfulness, and Academic Buoyancy as Predictors of Foreign Language Achievement in EFL Learners
PublishedPerceptual and Motor Skills, 132(6), 1553–1581
A structural model of how the ideal L2 self, mindfulness, and academic buoyancy relate to foreign-language achievement.
Examining the Relationships Between Mindfulness, Grit, Academic Buoyancy and Boredom Among EFL Learners
PublishedSocial Psychology of Education, 27, 1357–1386
A study of 627 EFL learners examining the roles of mindfulness, grit, and academic buoyancy in predicting second-language learning boredom.
Foreign Language Enjoyment, Ideal L2 Self, and Intercultural Communicative Competence as Predictors of Willingness to Communicate
PublishedSystem, 115, 103067
A study of how learning enjoyment, learners’ future self-images, and intercultural communicative competence shape willingness to communicate.
A Model of Classroom Social Climate, Foreign Language Enjoyment, and Student Engagement Among EFL Learners
PublishedFrontiers in Psychology, 13, 933842
A model of how classroom social climate and foreign-language enjoyment predict learner engagement and participation.
Research Profile