Although emotion research and positive psychology (PP) have recently gained strong momentum in the field of second language acquisition (SLA), theoretical models linking language emotion and PP research, which offer insights for both research and intervention practice are lacking. To address this gap, the present article first introduces the origin, concept, and research around PP. Next, it summarizes recent research on PP and emotions in SLA. Finally, by triangulating emotion theories and research in the fields of psychology, education, and SLA, we propose a new model, which merges the three pillars of PP (positive institutions, positive characteristics, and positive emotions) with the antecedents, outcomes, and interventions of second language (L2) emotions (the L2EPP model). The value of the model to L2 pedagogy and research is highlighted in the context of the importance of integrating PP into the area of emotions and instructed SLA.

This study reports on the development and assessment of a new 30-item Multidimensional Language Class Anxiety Scale which is designed to assess foreign language learners’ anxiety regarding four language skills (listening, reading, writing, and speaking) and testing. In Study 1, the initial items were piloted with 323 students studying English as a foreign language at three different universities in Turkey. This informed a revised version of the questionnaire which was subsequently administered to 701 students at three different Turkish universities. Confirmatory factor analyses revealed that a bifactor model with correlated residual variance yielded a better fit for the data in both studies than the other four models tested. The overall results provided preliminary evidence for the reliability and validity of the data collected using the new scale. Directions for future research and implications for foreign language teaching and learning are discussed.

Background. Gender stereotyping of academic domains has long been a major issue in education. However, previous research has mainly focused on male-dominated fields and women's disadvantage in such fields. Little attention has been paid to the fields of study, such as foreign language learning, which are typically stereotyped as female domains.Aims. This study aimed to investigate whether relations between (1) learners' gender stereotypes about English as a foreign language (EFL) learning and language attainment and (2) learner perceptions of teacher stereotypes of EFL learning and language attainment were mediated by anxiety and self-efficacy.Sample. Data were collected from 701 university students (M age = 19.7 years, 49.4% male) learning EFL in three Turkish universities.Method. Data were collected over three waves. Multi-group structural equation modelling approach was used to analyse the data.Results. Results showed the relations between learners' gender stereotypes about EFL learning, and language attainment were mediated by self-efficacy. Self-efficacy also mediated the relationship between learner perceptions of teacher stereotypes of EFL learning and language attainment, but only for women. Language anxiety was not a mediator between gender stereotypes and attainment in either model tested.Conclusions. Findings show that gender stereotypes about EFL learning might affect learners' language attainment by altering their self-efficacy. Helping learners to maximise their self-efficacy will therefore be beneficial for their language attainment.From early adolescence, women and men start choosing different fields of study and occupations, often resulting in gender disparities in certain disciplines (Barone, 2011; van der Vleuten, Jaspers, Maas, & van der Lippe, 2016). While men are often interested in scientific or technical fields of education or careers, women are more likely to pursue careers that are more humanistic and care-oriented. Such imbalance could, in turn, be used to justify and reinforce gender stereotypes about academic ability (i.e., 'men are good at mathematics'; 'women are good at languages') that are not grounded in actual competencies. These stereotypes are also believed to increase with age (Hill & Lynch,

Background: Considerable evidence suggests that students' achievement emotions are important contributors to their learning and success online. It is, therefore, essential to understand and support students' emotional experiences to enhance online education, especially under the COVID-19 context. However, to date, very few studies have investigated how students' achievement emotions might be affected by teaching and learning factors in online learning environments. Objectives: Based on Pekrun's (2006) control-value theory of achievement emotions, this study examined the influence of students' perceived online teaching quality and appraisals of control and value on their achievement emotions in an online second language (L2) learning context instigated by the COVID-19. Methods: Data were collected using an online survey of 1503 undergraduates from ten universities across different regions of China. Confirmatory factor analyses (CFA) were performed to test the validity of the instruments and structural equation modelling were conducted to examine the relations between L2 teaching and learning variables.Results and Conclusions: Results revealed that perceived teacher internet and communication technology competence had positive effects on enjoyment, but negative effects on anxiety and boredom, and these effects were fully mediated by perceived control and/or value. Perceived chaotic teaching structure (CTS) had reverse effects for the three emotions. Perceived CTS effects on enjoyment and anxiety were fully and partially mediated by perceived control, respectively.Takeaways: Online teaching quality is critical for students' appraisals and emotions towards L2 learning. Teachers should strive to improve online teaching quality and design interventions targeting students' perceived control and value to temper their affective experiences associated with the crisis-prompted online teaching practices.

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Learners’ self-efficacy plays a crucial role in achieving success in second language (L2) acquisition. As a determinant of success and failure, self-efficacy should be measured appropriately and effectively using empirically and theoretically based instruments. Many of the current measures, however, are either not necessarily designed to assess self-efficacy in L2 learning, or they are lengthy, making them impractical to use alongside other instruments. The purpose of this study was therefore to develop and validate a new 11-item Questionnaire of Self-Efficacy in Learning a Foreign Language (QSLL). In Study 1, the initial items were piloted with 323 English as a foreign language (EFL) learners from three universities in Turkey. In Study 2, a revised version of the questionnaire was administered to 701 EFL learners from an additional three Turkish universities. The analyses supported a bifactor model over the other four models tested. The bifactor model had one general L2 self-efficacy factor that underlined each of the items. Separately, there were two specific factors, namely L2 reception (i.e., reading and listening) self-efficacy and L2 production (i.e., speaking and writing) self-efficacy. Empirical evidence supporting measurement invariance and predictive validity were also provided. Overall, the results show strong evidence for the reliability and validity of the QSLL. Implications for research and practice are discussed.

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