This article mainly focuses on comparing motivation and anxiety levels in native versus non-native English teacher classes based on survey results from Chinese university students majoring in English. Using a 5-point Likert Scale, the participants responded to 48 close-ended survey items regarding English language learning motivation and anxiety. The overall results indicated that they tended to have high motivation level and low anxiety level in their English classrooms, but several survey items suggested that they were significantly more motivated and less anxious in native teacher classes than non-native teacher classes, which led to higher achievement levels in native teacher classes. Although the result seems to suggest that students prefer native English teachers, this does not imply that non-native teachers are not as qualified as their counterparts, as some survey items indicate that both teachers are equally prepared for classes and accessible for assistance. Based on the survey results, this paper makes some suggestions on how English teachers can better help their students' English learning.

This study considered the social emergency of the COVID-19 pandemic. It utilized quantitative methods to investigate the L2 self-images (i.e., ideal L2 self, ought-to L2 self, and feared L2 self) held by EFL college students in formal online English classes, based on Dornyei's (2005) L2 Motivational Self System. Meanwhile, this research proved the influence of students' online L2 learning experience, which includes four components (their attitude towards the teacher, classmates, L2 learning environment, and curriculum) on their L2 self-images. The results showed that the ought-to L2 self was prominent during online English classes in comparison to the ideal one. The extent to which the attitudes toward teachers, learning environment, and curriculum affect these two selfimages was the main reason for the differences between them. On the other hand, participants' feared L2 self did not show dominance, and it was not significantly influenced by the online learning experiences. Study findings help L2 educators to understand how these immediate learning experiences influence their students' L2 motivation. It enables them to moderate online English classes effectively and helps their students develop positive L2-related self-images.

Considering the importance of willingness to communicate (WTC) as a critical component of effective pedagogy (MacIntyre et al., 1998), the present qualitative study investigated the affordances extramural digital settings (EDSs), as newly emerged popular environments, offer to advanced EFL learners. To this aim, we asked a purposeful sample of 8 Iranian undergraduate English students of both genders (4 males, 4 females), with an age range of 19 to 21, to partake in the study. Results of the analysis of semi-structured interviews suggested that despite providing advanced EFL learners with unique opportunities for the use of the target language, different aspects of EDSs might have diverse effects on each individual's L2 WTC. More specifically, L2 WTC was subject to considerable fluctuations because of the simultaneous and aggregate effect of different factors and the fluctuations exhibited substantial variation from learner to learner, moment to moment and in accordance with different purposes. The factors identified were classified into three major categories: Affective (attitude and self-confidence), contextual (interlocutor, social disapproval and cultural influences), and linguistic (language proficiency) variables. The findings of the study may offer insights into materials development by suggesting the integration of some activities and tasks which focus on the use of various social media platforms to the course materials. Moreover, English instructors need to acquire information on which social media platforms are more appropriate and could create an interesting and collaborative environment for students to communicate in the target language. For instance, they could form groups on social media to engage students in regular authentic interaction in L2 outside of the classroom context.

This study examines types and characteristics of data collection tasks used in studies on scope ambiguity in English involving a universally quantified noun phrase and negation, and investigates any differences in comprehension patterns across studies using different tasks. Since Musolino's seminal 1998 study using a truth value judgment task, several other studies on English scope ambiguity have used the same task type or variations on it, while others have tested different tasks. Through a keyword search of relevant databases, the present study found a total of 13 studies dealing with the topic of universal quantification and negation in English published since 1998. Based on tasks' key characteristics and how they were conducted, seven different basic task types were identified. A comparison of the results of the studies found a difference in the overall comprehension patterns of English native speakers for sentences containing a universally quantified noun phrase in subject position between the truth value judgment task with one type of context story and the other tasks. The results are discussed in terms of their methodological implications, and some suggestions for further research from methodological perspectives are provided.

This study explores how Korean-to-English machine translation (MT) systems (e.g., Google Translator, NAVER Papago) deal with Korean passive structures. Cross-linguistically, Korean and English passives show different ways to construct passive-voice sentences from active structure. English passives including with be+p.p. may have a 'by phrase' after the verb, which perform the agent of the action. However, Korean has three different passive structures and a rich repertoire of affixes, including case markers, which play critical roles in the production and comprehension of passives, complicating translation to English. Moreover, the grammatical constructions that express passive voice in Korean and English differ in terms of frequency in both written and spoken contexts. To explore production accuracy by two MTs, 213 Korean passive sentences were translated into English passives. This finding shows that current Korean-to-English MTs almost always produce translations that are correct in meaning when they generally translate Korean passives into English passives. They also translate Korean passives into English active voice constructions at significant rates.