The aim of this study is to discuss the needs of learners who stutter (LWS) in the skills of speaking, listening, reading, and writing in English as a foreign language (EFL) learning based on their levels of anxiety, and their experiences as individuals who stutter in the process of learning this language. To this end, the anxiety of these students (n = 16) in the foreign language was measured using the Foreign language classroom anxiety scale (FLCAS), and the Specific language skills anxiety scale (SLSAS), whilst their experiences were elicited through semi-structured interviews. Their foreign language anxiety (FLA) levels were then compared to those obtained from a control group of non-stuttering learners (n = 16), and interview content was scrutinised mainly using Interpretive Phenomenological Analysis (IPA). LWS scored significantly higher in FLA and speaking anxiety than the control group; however, no significant differences were found between both groups in other language skills. Findings from the qualitative study also indicated that reading aloud was highly problematic for these learners. Suggestions to attenuate anxiety in LWS are offered to educators.

This paper focuses on the study of identity in digital identity texts produced by English as a foreign language (EFL) learners within a specific subject of the Teacher in Primary Education (English) degree at a Spanish university. To this end, 51 digital identity texts were analysed following a "positioning perspective", which views identity in terms of "reflexive" and "interactive" positions (Davies & Harré 1990). Results show that learners constructed non-unitary identities whose subject positions were often contradictory. They also associated certain positions with silencing identities, transition identities and identities of competence within the reflexive and interactive categories (cf.

This study explores college EFL learners' construction of identity through the analysis of their pragmatic choices in digital stories, in which they narrated their relationship with another person they had helped in the past. More specifically, such choices were examined following Relational Dialectics Theory in learners' enactments of "connection" with and "autonomy" from this person. A specific view of identity in language education, the notion of "relational work" in (im)politeness research, and a social semiotic framework were also employed in data analysis. Learners' pragmatic choices ranged from the selection of the topic of their narratives according to types of social bonds, to the use of specific semiotic resources to build identities in conflict episodes of their stories (i.e., positive identities for themselves and positive and negative identities for their relational partners). The construction of these identities paralleled relational parties' convergent and divergent moves towards connection and autonomy, revealing their relational work. Learners used different semiotic resources in resolution episodes, which enabled them to craft positive identities for themselves as experts, teachers, and learners as well as position their relational partner as a competent agent and shape the connection-autonomy dialectic as "superiority-equality".

This paper presents an exploratory study of linguistic accuracy in Spanish adolescent students’ writings in English as a foreign language (EFL) (N = 54) by examining learner errors in morphology (grammar), lexis and syntax. The effect of two writing task variables, i.e. length and time constraints, was also considered. Linguistic accuracy in students’ texts was mostly characterised by non-transfer errors in morphology with verbal tense and aspect appearing as the most problematic areas. Transfer errors were also present in students’ texts, but were more frequent in syntax and lexis. Additionally, the percentage of error occurrence in shorter essays was higher than in longer essays, and time constraints did not affect the number of students’ errors. These findings may provide information to Spanish adolescent students of English and their teachers that could be useful to improve the learning and teaching of writing in EFL.

Digital storytelling (DST) has been effective for student engagement in second language (L2) education. Yet, its impact on engagement has commonly been examined in the classroom through synchronous DST tools and platforms. This study enquires whether DST can be equally engaging in the context of emergency remote education caused by the COVID-19 pandemic. The participants of the study are 42 student-teachers of English who developed an asynchronous online DST project. Data were collected through a DST questionnaire and were analysed using quantitative and qualitative data analysis methods. DST was found to generate mainly cognitive engagement through self-reflection processes and behavioural engagement in the form of effort and time invested in the speaking and writing parts of the project. Emotional engagement was less frequent and emerged through positive emotions. Insufficient technology skills, the wrong timing and duration of the project, negative emotion arousal, and the absence of teacher and peer feedback and support appeared as potentially disengaging factors.