Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz http://pressto.amu.edu.pl/index.php/ssllt Editors: Founding Editor and Editor in Chief: Mirosław Pawlak (Adam Mickiewicz University, Kalisz, Poland) Editor: Jakub Bielak (Adam Mickiewicz University, Kalisz, Poland) Editor: Mariusz Kruk (University of Zielona Góra, Poland) Editor: Aleksandra Wach (Adam Mickiewicz University, Poznań, Poland) Language Editor: Melanie Ellis (Silesian University of Technology, Gliwice, Poland) Vol. 10 No. 1 March 2020 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Israel, Trinity College, Dublin, Ireland) Helen Basturkmen (University of Auckland, New Zealand) Adriana Biedroń (Pomeranian University, Słupsk, Poland) Simon Borg (University of Leeds, UK) Anne Burns (Aston University, Birmingham, UK, University of New South Wales, Sydney, Australia) Anna Cieślicka (Texas A&M International University, Laredo, USA) Kata Csizér (Eötvös Loránd University, Budapest, Hungary) Maria Dakowska (University of Warsaw, Poland) Robert DeKeyser (University of Maryland, USA) Jean-Marc Dewaele (Birkbeck College, University of London, UK) Zoltán Dörnyei (University of Nottingham, UK) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań, Poland) Rod Ellis (Curtin University, Perth, Australia) Danuta Gabryś-Barker (University of Silesia, Poland) Carol Griffiths (University of Leeds, UK, AIS, Auckland, New Zealand) Rebecca Hughes (University of Nottingham, UK) Hanna Komorowska (University of Social Sciences and Humanities, Warsaw, Poland) Terry Lamb (University of Westminster, London, UK) Diane Larsen-Freeman (University of Michigan, USA) Barbara Lewandowska-Tomaszczyk (State University of Applied Sciences, Konin, Poland) Jan Majer (State University of Applied Sciences, Włocławek, Poland) Paul Meara (Swansea University, UK) Sarah Mercer (University of Graz, Austria) Anna Michońska-Stadnik (University of Wrocław, Poland) Carmen Muñoz (University of Barcelona, Spain) Anna Niżegorodcew (Jagiellonian University, Kraków, Poland) Bonny Norton (University of British Columbia, Canada) Terrence Odlin (Ohio State University, USA) Rebecca Oxford (University of Maryland, USA) Aneta Pavlenko (University of Oslo, Norway) Simone Pfenninger (University of Salzburg, Austria) François Pichette (TÉLUQ University, Quebec, Canada) Luke Plonsky (Northern Arizona University, USA) Ewa Piechurska-Kuciel (Opole University, Poland) Vera Regan (University College, Dublin, Ireland) Barry Lee Reynolds (University of Macau, China) Heidemarie Sarter (University of Potsdam, Germany) Paweł Scheffler (Adam Mickiewicz University, Poznań, Poland) Norbert Schmitt (University of Nottingham, UK) Michael Sharwood Smith (Heriot-Watt University, Edinburgh, UK) Linda Shockey (University of Reading, UK) Teresa Siek-Piskozub (Adam Mickiewicz University, Poznań, Poland) David Singleton (University of Pannonia, Veszprém, Hungary, Trinity College, Dublin, Ireland) Włodzimierz Sobkowiak (Adam Mickiewicz University, Poznań, Poland) Merrill Swain (Ontario Institute for Studies in Education, University of Toronto, Canada) Elaine Tarone (University of Minnesota, USA) Pavel Trofimovich (Concordia University, Canada) Ewa Waniek-Klimczak (University of Łódź, Poland) Stuart Webb (University of Western Ontario, Canada) Maria Wysocka (University of Silesia, Poland) KALISZ – POZNAŃ 2020 FOUNDING EDITOR AND EDITOR IN CHIEF: Mirosław Pawlak EDITORS: Jakub Bielak Mariusz Kruk Aleksandra Wach © Copyright by Wydział Pedagogiczno-Artystyczny, UAM Poznań Proofreading: Jakub Bielak, Melanie Ellis, Mariusz Kruk, Aleksandra Wach Cover design: Joanna Dudek Typesetting: Piotr Bajak ISSN 2083-5205 eISSN 2084-1965 Published by: Department of English Studies Faculty of Pedagogy and Fine Arts, Kalisz Adam Mickiewicz University, Poznań Contact information: 62-800 Kalisz, ul. 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Special issue: Investigating the dynamic nature of learner individual differences in L2 learning Guest editor: Laura Gurzynski-Weiss Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz Volume 10, Number 1, March 2020 http://pressto.amu.edu.pl/index.php/ssllt Contents Notes on Contributors ....................................................................... 9 Editorial .......................................................................................... 15 Articles: Carmen Amerstorfer – The dynamism of strategic learning: Complexity theory in strategic L2 development ................................................... 21 Jean-Marc Dewaele, Livia Dewaele – Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions ....................................... 45 Tammy Gregersen – Dynamic properties of language anxiety ......... 67 Daniel O. Jackson – Working memory and second language development: A complex, dynamic future? ................................................................ 89 Peter MacIntyre – Expanding the theoretical base for the dynamics of willingness to communicate ............................................................ 111 Ellen J. Serafini – Further exploring the dynamicity, situatedness, and emergence of the self: The key role of context ................................ 133 Amy S. Thompson – My many selves are still me: Motivation and multilingualism ........................................................................ 159 Daniel Jung, Megan DiBartolomeo, Fernando Melero-García, Lindsay Giacomino, Laura Gurzynski-Weiss, Carly Henderson, Marian Hidalgo – Tracking the dynamic nature of learner individual differences: Initial results from a longitudinal study..................................................... 177 Notes to Contributors .....................................................................221 9 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz http://pressto.amu.edu.pl/index.php/ssllt Notes on Contributors Carmen M. Amerstorfer holds a PhD from the University of Klagenfurt, Austria, where she is employed as Senior Scientist. She taught foreign language learners of all ages and at educational levels from pre-K to tertiary at educational institutions in Austria, the Netherlands, and China. In her current position as a teacher educa- tor, she applies a problem-oriented teaching approach to her courses, focusing, for example, on games and activities in the EFL classroom or global skills. Carmen’s main research interests include learner-centered teaching, problem-based learn- ing, strategic language learning, and features of psychology in language learning. In 2015, Carmen organized an international conference on language learning strat- egies (SSU) that is hosted biennially throughout the world. She co-edited Language Learning Strategies and Individual Learner Characteristics: Situating Strategy Use in Diverse Contexts (2018, Bloomsbury) with Rebecca L. Oxford. ORCID ID: https://orcid.org/0000-0002-1746-2258 Contact details: University of Klagenfurt, Universitätsstraße 65-67, 9020 Klagenfurt, Austria (carmen.amerstorfer@aau.at) Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism at Birk- beck, University of London, UK. He has published widely on individual differences in psychological and emotional variables in second language acquisition and multilin- gualism. He is former president of the International Association of Multilingualism and the European Second Language Association. He is General Editor of the Journal of Multilingual and Multicultural Development. He won the Equality and Diversity Re- search Award from the British Association for Counselling and Psychotherapy (2013) and the Robert Gardner Award for Excellence in Second Language and Bilingualism Research (2016) from the International Association of Language and Social Psychology. ORCID ID: https://orcid.org/0000-0001-8480-0977 Contact details: Department of Applied Linguistics and Communication, Birkbeck, University of London, 26 Russell Square, WC1B 5DT, London, United Kingdom (j.dewaele@bbk.ac.uk) 10 Livia Dewaele obtained her Bachelor of Arts in Modern Languages (French) and linguistics at Worcester College, University of Oxford, UK. She co-authored sev- eral papers with her father on foreign language enjoyment and anxiety and con- ducted a research project on study abroad. She is currently completing an MA in international relations at the University of Chicago. ORCID ID: https://orcid.org/0000-0001-6795-5299 Contact details: Department of Applied Linguistics and Communication, Birkbeck, University of London, 26 Russell Square, WC1B 5DT, London, United Kingdom (liviadewaele@aol.co.uk) Megan DiBartolomeo is a PhD candidate in Hispanic linguistics at Indiana Uni- versity, USA. She earned her MA in Hispanic linguistics from Indiana University. Her research focuses on second language pragmatics, pedagogy, and individual differences in second language acquisition. ORCID ID: https://orcid.org/0000-0002-1969-7843 Contact details: 355 N Jordan Ave, Room 2160, Bloomington, IN, 47405, USA (mdibarto@indiana.edu) Lindsay Giacomino is a PhD student in Hispanic linguistics at Indiana University, USA. Her research interests include second language phonology, task-based lan- guage teaching, language learning strategies, and individual differences in sec- ond language acquisition. ORCID ID: https://orcid.org/0000-0003-1658-2474 Contact details: 355 N Jordan Ave, Room 2160, Bloomington, IN, 47405, USA (lgiacomi@ indiana.edu) Tammy Gregersen, Professor of TESOL at the American University of Sharjah in the United Arab Emirates, received her MA in education and PhD in linguistics in Chile, where she also began her academic career. She is co-author, with Peter MacIntyre, of Capitalizing on Language Learner Individuality (2014, Multilingual Matters) and Optimizing Language Learners’ Nonverbal Communication in the Language Classroom (2017, Multilingual Matters). She is also co-editor, with Pe- ter MacIntyre and Sarah Mercer, of Positive Psychology in SLA (2016, Multilin- gual Matters), with Peter MacIntyre of Innovative Practices in Language Teacher Education (2017, Springer), and, with Sarah Mercer, of Teacher Well-being (2020, Oxford University Press). She has published extensively in peer-reviewed jour- nals and contributed numerous chapters in applied linguistics anthologies on individual differences, teacher education, language teaching methodology, pos- itive psychology and nonverbal communication in language classrooms. She is 11 passionate about exploring other cultures and has enjoyed the opportunities that participation in international conferences around the world and Fulbright scholar grants to Chile and Costa Rica have provided. ORCID ID: https://orcid.org/0000-0003-0744-9655 Contact details: Department of English, College of Arts and Sciences, American University of Sharjah, PO Box 26666, Sharjah, UAE (tgregersen@aus.edu) Laura Gurzynski-Weiss, PhD (Georgetown University), is Associate Professor and Director of Undergraduate Studies in the Department of Spanish and Por- tuguese at Indiana University, USA. She is also an affiliate faculty member of the Cognitive Science Program. Professor Gurzynski-Weiss teaches graduate and un- dergraduate courses in second language acquisition, teaching methodology, task- based language teaching, individual differences, research methods, and Hispanic linguistics. Her research focuses on variables including input, interaction, feed- back, modified output, and task-related factors from cognitive-interactionist, psy- cholinguistic, usage-based approaches and complex dynamic systems theory. In addition to her publications in journals and edited volumes, she is the editor of Cross-Theoretical Explorations of Interlocutors and their Individual Differences (2020, John Benjamins), and Expanding Individual Differences in the Interaction Approach (2017, John Benjamins), as well as the co-author of Introducción y aplicaciones contextualizadas a la lingüística hispánica (with Manuel Díaz-Cam- pos & Kimberly L. Geeslin; 2018, Wiley-Blackwell). She is the co-recipient of the 2018 TESOL Award for Distinguished Research (with Andrea Révész). ORCID ID: https://orcid.org/0000-0003-2332-3198 Contact details: Department of Spanish & Portuguese, Global & International Studies 2127W, 355 North Jordan Avenue, Bloomington, Indiana, 47405-9716, USA (lgurzyns@indiana.edu) Carly Henderson is Assistant Professor of Hispanic Linguistics at Augusta Univer- sity. She received her PhD from Indiana University, USA. Her research focuses on the role of corrective feedback, technology-mediated task-based language teaching, and learner individual differences in the second language acquisition of Spanish. She is particularly interested in how the timing, type, mode of pro- vision, and provider of corrective feedback interact with cognitive and affective individual differences to impact feedback efficacy and L2 development. ORCID ID: https://orcid.org/0000-0002-6546-9614 Contact details: 1120 15th Street, AH E227, Augusta, GA, 30912, USA (carhenderson@ augusta.edu) 12 María Ángeles Hidalgo received her PhD from the University of the Basque Country, Spain, and is a lecturer and researcher at the Public University of Na- varre, Spain. Her main research focuses on young learners’ foreign language ac- quisition and, specifically, the effect of age and task-type on learners’ oral and written performance, focusing on aspects such as negotiation of meaning, gen- eral performance, and motivation. ORCID ID: https://orcid.org/0000-0002-7131-1880 Contact details: Universidad Pública de Navarra. Campus de Arrosadía. Departa- mento de Ciencias Humanas y de la Educación. Ed. Los Acebos, Room 0012, Spain (mangeles.hidalgo@unavarra.es) Daniel O. Jackson, MS Ed. (University of Pennsylvania) and PhD (University of Ha- wai’i at Mānoa), is Associate Professor in the Department of English at Kanda Uni- versity of International Studies, Japan, where he teaches several undergraduate courses and a graduate course on second language acquisition for the MA TESOL program. His primary research interests include task-based language teaching, in- dividual differences in L2 processing and learning, and language teacher noticing. ORCID ID: https://orcid.org/0000-0002-1102-0379 Contact details: Dept. of English, Kanda University of International Studies, 1-4-1 Wakaba, Mihama-ku Chiba-shi, Chiba 261-0014, Japan (jackson-d@kanda.kuis.ac.jp) Daniel Jung is a PhD candidate in Hispanic linguistics at Indiana University, USA. He earned his MA degree in Hispanic linguistics from Indiana University. His re- search focuses on individual differences in second language acquisition. He is particularly interested in the dynamics of L2 motivation, both how it changes over time and how it influences (and is influenced by) other variables. ORCID ID: https://orcid.org/0000-0003-4678-7390 Contact details: 355 N Jordan Av, Room 2160, Bloomington, IN, 47405, USA (danjung@ indiana.edu) Peter D. MacIntyre is Professor of Psychology at Cape Breton University, Can- ada. His research focuses on the psychology of language and communication. He has published over 100 articles and chapters on language anxiety, willingness to communicate, motivation, and other topics. He has co-authored or co-edited books on topics including positive psychology in SLA, motivational dynamics, non- verbal communication, teaching innovations, and capitalizing on language learner individuality. His awards include being recognized for teaching excellence (Atlan- tic Association of Universities), the Gardner Award (International Association for 13 Language and Social Psychology), and the Mildenberger Prize (Modern Language Association) for contributions to the study of language. ORCID ID: https://orcid.org/0000-0002-1085-6692 Contact details: Psychology Department, Cape Breton University, Sydney, Nova Scotia, Canada B1P 6L2 (peter_macintyre@cbu.ca) Fernando Melero-García is a PhD candidate in Hispanic linguistics at Indiana University, USA. He earned his MA degree in Hispanic linguistics from the Uni- versity of New Mexico. His primary area of research is L1 and L2 laboratory pho- nology. His additional research interests include sociolinguistics, second lan- guage acquisition, and translation and interpreting. ORCID ID: https://orcid.org/0000-0002-3554-314X Contact details: 355 N Jordan Ave, Room 2160, Bloomington, IN, 47405, USA (fmelerog@indiana.edu) Ellen J. Serafini received her PhD from Georgetown University, USA and is Assis- tant Professor of Spanish applied linguistics in the Department of Modern and Classical Languages at George Mason University, USA. She teaches various courses on methods of second language teaching and curriculum design, task-based lan- guage teaching, critical language pedagogy, bilingual education in the Spanish- speaking world, Spanish for heritage speakers, Spanish for specific purposes, and community-based learning. Her research focuses on the dynamic interaction among individual, pedagogical, and social factors in diverse language learning set- tings and the variable impact on affective and linguistic outcomes. ORCID ID: https://orcid.org/0000-0002-8048-9533 Contact details: 4400 University Drive, 3E5, Fairfax, VA 22030, USA (eserafi2@ gmu.edu) Amy S. Thompson received her PhD from Michigan State University, USA, and is Professor of Applied Linguistics and currently Department Chair in the Depart- ment of World Languages, Literatures, & Linguistics at West Virginia University, USA. Her primary research interests involve individual differences (IDs) in SLA and the interactions of these IDs and multilingualism. She teaches a range of theoretical and methodological courses in applied linguistics. Examples of her research can be found in journals such as the Modern Language Journal, TESOL Quarterly, Foreign Language Annals, and the International Journal of Bilingual Education and Bilingualism, among others. ORCID ID: https://orcid.org/0000-0002-4505-1755 14 Contact details: Dept. of World Languages, Literatures & Linguistics, West Vir- ginia University, Chitwood Hall, PO Box 6298, Morgantown, WV 26506, USA (amy. thompson@mail.wvu.edu)