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Pretty is overrated

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The triarchy of L2 learners’ emotion, cognition, and language performance: Anxiety, self-efficacy, and speaking skill in lights of the emerging theories in SLA

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Manu's article. '' Cognitive and affective processes in second language oral communication: A mixed methods research.

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Manu's article. '' Cognitive and affective processes in second language oral communication: A mixed methods research.

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In short, the study examines how mental and emotional factors collectively impact a learner’s ability to speak English fluently and confidently. Cognition works in conjunction with emotion and social context. Students learn better when learning is social, reflective, and emotianonally supported.

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Tentative article title: Promoting a risk-taking environment in the classroom through metacognition

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Tentative article title: Promoting a risk-taking environment in the classroom through metacognition

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What are the cultural patterns around creating a risk-taking environment in the EFL classroom?

Does a classroom environment intervention improve students' risk-taking in the classroom? WTC for example?

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The relationship between EFL learners’ communication apprehension, self-efficacy, and emotional intelligence

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Understanding the cultural identity of EFL learners from the eco-linguistics perspective: evidence from students in arts college before and after the COVID-19 epidemic period

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The term "academic buoyancy," developed by Martin and Marsh (2008), describes students’ ability to cope successfully with everyday academic challenges and setbacks — such as poor grades, difficult tasks, or anxiety in class.
It’s not the same as resilience (which is about overcoming major life crises); buoyancy is about the daily ups and downs of school life. It’s the emotional and motivational “floatability” that helps learners recover quickly and keep trying. In Lin et al. (2025), academic buoyancy is directly connected to willingness to communicate (WTC), as students who can regulate their emotions and reframe small failures are less likely to let anxiety or embarrassment stop them from speaking again. In other words, buoyancy makes risk-taking sustainable.

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Design as a Learning Discipline

“Design thinking” naturally fosters creative risk-taking through experimentation, iteration, and reflection.

Teachers who act as designers can model creative processes for students.

The Role of Classroom and School Culture

A supportive, collaborative culture reduces fear of failure and encourages experimentation.

Risk and failure must be normalised and integrated into everyday learning, not treated as exceptional.

Managing Discomfort

Teachers play a key role in helping students navigate uncertainty and emotional discomfort when facing open-ended tasks.

Developing resilience, reflection, and self-regulation helps students learn through failure.

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1. Mindsets, or implicit beliefs about one's characteristics, such as language

aptitude and intelligence which lead individuals to special categories

of meaning-making processes, are of two major types: fixed and

growth

2. Since learners hold a growth mindset about their language ability

primarily focus on their learning processes, instead of their performance,

optimistically confront challenges, and are very confident in

using L2 without the fear of being judged or rejected

3. Learning experience is related to students' immediate learning environment

and determined by their experience of and perceptions about different motives such as teacher, instructional materials, and methodology, classroom environment, and peer group dynamics.

4. Teachers can take various measures to support learners. One key measure would be to establish a positive rapport with learners, which can help them feel safe to

take linguistic risks in initiating communication. Additionally, teachers

can emphasize the fact that mistakes are a natural part of learning and

can be corrected by teachers' corrective feedback and students' hard

work. Another good strategy to encourage taking linguistic risks would

be to ask learners to have sufficient practice and preparation before the

class to decrease their affective burden and enhance their voluntary

participation. Also, teachers can use pair or small group work for

practicing language skills in their classes to reduce learners' anxiety and

stress for taking risks to talk in front of the whole class.

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A growth language mindset is the belief that your L2 ability is changeable and improvable, so progress comes from effort, good strategies, and learning from mistakes. Learners with this mindset set learning (not performance) goals, treat errors as useful feedback, use self-regulation, experience fewer negative and more positive emotions, and are willing to put in more practice and effort. In sohrt they see competence as something that can grow, which supports active engagement with the language.