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Clothing choices create a "semiotic sparkle" for the individual, and convey meaning to viewers. In a global world, interpretations may differ, if wearer and viewer are from different cultures. This is the case for the hijab, or required Muslim dress for women, which has been profoundly ideologised. This study explores how young professional Saudi women understand the abaya, the long outer robe, as a fashionable article of clothing. Corpus data was analysed using Appraisal techniques. Positive results indicate they focus on visual details, appreciate its enabling both comfort and elegance, and perceive design-diversification according to social identities, activities, contexts and roles. They view wearing the abaya as culturally authentic, more than a religious duty. Negative results focused on hot textiles in summer, movement hindrance, and cleanliness.

In many cultures, L2 students are reticent to engage in spontaneous oral L2 production. In Chinese culture, social norms tend to place value on accuracy, which tends to inhibit learners from authentic oral use of the target language. The purpose of this study was to consider the impact of costume, as used in L2 drama, on L2 selves, and attitudes towards specific elements of authentic language use. Costume has long been understood as eliciting imagination, and permitting the expression of possible and desired selves. Fashion ensembles of many kinds are experienced as having a semiotic "sparkle", which wearers connect to their own self, as they imagine and perform possible selves. In this study, 78 second-language actors were asked to write a brief commentary on how they responded to their costume. This qualitative data was analysed using Appraisal analysis, indicating a majority of positive evaluations. It was also analysed using possible self theory. Comments also showed that L2 actors felt that costumes impacted their emotions and imagination of self, which improved their second language use, cultural performance. They felt costume integrated their oral production with their choices of social register, and their paralinguistic and kinetic performance.

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This paper uses Appraisal analysis to explore adult second-language learners' realisations connecting self and ability when using Second Life. In particular, possible selves theory was used to discover whether learners realised a variety of selves. Studies of avatar subjectivity have focused on appearance and bricolage as vehicles for virtual subjectivity. Motivation theory articulates relations between various selves including the here-and-now self and desired selves which may function as self-guides, if a learning task is seen as realistic. In all, 40 student blogs were analysed using computational methods. This study found support for both approaches. Six frequently-occurring positive, and three frequently-occurring negative connections between self and ability are explored through examples. Conclusions are that virtual subjectivity is more goal-oriented and less involved with appearance and game-play in older users, older users accept social limitations on self, and second-language learners' metacritical awareness may impact their ability to understand language tasks as realistic.

Choosing a major is part of liberal arts (LA) education in American-accredited colleges across the world. In global second-language (L2) contexts, the choice of major is shaped by local cultural factors. This study of 192 undergraduates at an English-medium-of-instruction (EMI) college in the Republic of the Marshall Islands (RMI) used a survey, content and Appraisal analyses to explore what the LA major means to RMI youth. Results showed they were positive about LA, but little engaged with it outside the classroom. This probably reflected the institution's traditional concept of LA and outdated western teaching approaches, and a failure to incorporate elements of an authentic local culture of teaching and learning. Appraisal data indicated participants associated positive, congruent desire, interest and affection for the LA major, but also low utility and worth with LA class content, revealing a need to convey the utility of the LA skill set for employment. Finally, LA majors were intrinsically, whereas education, business and nursing majors were pragmatically motivated, reflecting the colonial heritage. Overall, results foreground the colonial character of current teaching practice, and the need to use authentic teaching and learning modalities, to support RMI students' pragmatic needs, particularly given their emigration prospects.

Emotion is a key aspect of how non-specialists learn computing. The emotions included in Computing Self-Efficacy (CSE) research were identified prior to the emergence of recent models of emotion. There has been no attempt to inventory attitudes elicited while learning computing, using contemporary psycholinguistic models of subjectivity. This study of 58 medical students in Saudi Arabia used Appraisal analysis of weekly written personal responses to gain a comprehensive overview of emotions elicited during five weeks' instruction on website-building. A Before-After Survey identified gains made in reported frequency of tasks performed outside class. A Weekly Attitude Survey identified the strength of 6 previously-identified CSE emotions, framed as positive-negative pairs. Participant journals showed that many emotions included in previous CSE emotions are not frequently-realised, and attitudes are changeable across the learning process. Overall, most positive-negative pairs do not behave correlatively, some persist where others progress, and incidence is a better guide than polarity to an attitude's significance. Capacity and confidence suggest three stages in learning a computing task.

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