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Studies have often examined factors related to effective second language (L2) learning and how one can predict the success of language learning [1]. Among these factors, individual characteristics associated with personal or environmental variables of L2 learners are known to be important and influence learners’ L2 performance [2]. The emphasis on learner-centered communicative approaches of modern language pedagogy has increased the interest in intellectual, emotional, and cognitive dimensions that compose the learner [2]. Purpose: The impact of affective variables in second language acquisition is extensively researched, specifically focusing on literal language achievements, however, only a few studies have explored how these variables can predict the performance of Korean learning bilingual adults in different language domains. This study examines how affective variables (motivation, linguistic confidence, and ego-resilience) predict language-based problem-solving skills in Korean learning bilingual adults residing in Korea.

clinical archives of communication disorders

How do affective variables (motivation, linguistic confidence, ego-resilience) predict language-based problem-solving skills in second language learners?