Verónica García-Castro

University of Costa Rica | UCR · Escuela de Formación Docente

Even though foreign language anxiety (FLA) has been studied in second language online learning more generally (Fondo & Jacobetty, 2019; Hurd, 2007; McNeil, 2014; Pichette, 2009), there is a lack of research on how FLA may affect university students’ academic engagement in online learning while studying through L2 English/French as a medium of instr...

Continuing professional development (CPD) is crucial to enhance in-service teachers’ pedagogical skills and their overall careers. However, CPD practices for EFL teachers vary depending on the teaching context, and some practices are still undeveloped. The aim of this chapter is to provide a glimpse of what CPD for EFL teachers looks like in Costa...

Research using eye-tracking technology has wildly increased in the last decade (Keating, 2013). Hence, studies on L2 teaching and learning have started to use that technology to improve research in that area. However, L2 eye-tracking research has not been explored in the Costa Rican context. This article aims to describe what eye-tracking is, what...

Although foreign language anxiety (FLA) and student engagement have both been found to have significant effects on a number of behavioural and academic outcomes for language students (Awan et al. 2010, Gargalianou et al. 2016). FLA is poorly understood in university students studying English as a second language. However, limited research shows it...

Research in second/foreign (L2) vocabulary learning has recently started to take into account the role of learners’ individual differences in working memory, motivation, language aptitude, phonological awareness, amongst others. However, much research up to now has not explored if verbal fluency capacity influences learning L2 English in adult lear...

There is evidence that L1 and L2 lexical engagement of novel items occurs in adulthood. However, previous studies have not addressed the effects of individual differences on that engagement. Hence, it is unknown how individual differences may influence semantic lexical engagement gains in L1 and L2 adult learners. This study investigates the effect...

The study aims to analyse the effects of the individual differences of L2 educational background, working memory capacity, vocabulary size, and attitude both in the L1 and the L2 on the incidental learning of receptive and productive knowledge of the following word's aspects: association, grammatical functions, and orthographic forms. The participa...