Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
2ELT506Individual Differences in Language Learning3+0+03712.10.2026
Course Details
Language of Instruction English
Level of Course Unit Master's Degree
Department / Program English Language Teaching
Type of Program Formal Education
Type of Course Unit Elective
Course Delivery Method Face To Face
Objectives of the Course To explain major concepts, constructs, and theoretical perspectives related to individual differences in second and foreign language learning; critically evaluate research on age, aptitude, personality, motivation, affect, beliefs, learning strategies, self-regulation, willingness to communicate, identity, and agency; compare major models and methodological approaches used to investigate individual differences; analyze learner profiles, research findings, and classroom cases to interpret interactions between individual and contextual factors; design and conduct a small-scale, research-informed investigation or evidence-based project using appropriate and ethical procedures; and synthesize research evidence to propose pedagogical practices that respond to learner diversity while avoiding deterministic labels and unsupported assumptions about learners.
Course Content This graduate-level course examines individual differences that shape second and foreign language learning. It introduces major theoretical perspectives and empirical findings concerning age, language aptitude, cognitive abilities, personality, motivation, emotions, beliefs, learning strategies, self-regulation, willingness to communicate, identity, and learner agency. Particular attention is given to how these variables interact with one another and with instructional and sociocultural contexts rather than operating as fixed learner traits. Students will critically evaluate research designs and measurement tools used in the field, analyze learner profiles and classroom cases, and consider the pedagogical implications of learner diversity. Through article discussions, case-based tasks, and a research paper, students will develop the ability to connect research on individual differences with principled decisions in language teaching and learning.
Course Methods and Techniques Article discussions; critical research review; case-based tasks; analysis of learner profiles and classroom cases; comparison of theoretical models and research methods; research question and methodology development; data collection and analysis; research paper writing and revision; student article and project presentations; synthesis of research findings.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Asist Prof.Dr. Şeyma YILDIRIM seyma.yildirim@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Lawrence Erlbaum Associates.
Dörnyei, Z., & Ryan, S. (2015). The Psychology of the Language Learner Revisited. Routledge.
Skehan, P. (1989). Individual Differences in Second-Language Learning. Edward Arnold.
Oxford, R. L. (2017). Teaching and Researching Language Learning Strategies: Self-Regulation in Context (2nd ed.). Routledge.
Selected empirical and review articles on individual differences in second language learning will be assigned throughout the semester.
Course Notes Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Lawrence Erlbaum Associates.
Dörnyei, Z., & Ryan, S. (2015). The Psychology of the Language Learner Revisited. Routledge.
Skehan, P. (1989). Individual Differences in Second-Language Learning. Edward Arnold.
Oxford, R. L. (2017). Teaching and Researching Language Learning Strategies: Self-Regulation in Context (2nd ed.). Routledge.

Selected empirical and review articles on individual differences in second language learning will be assigned throughout the semester.

Course Category
Education %60
Field %40

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Assignment 1 % 100
Total
1
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 3 42
Hours for off-the-c.r.stud 14 5 70
Assignments 1 90 90
Presentation 1 8 8
Total Work Load   Number of ECTS Credits 7 210

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 Explain major concepts, constructs, and theoretical perspectives related to individual differences in second and foreign language learning.
2 Critically evaluate research on major individual-difference variables, including age, aptitude, personality, motivation, affect, beliefs, learning strategies, self-regulation, willingness to communicate, identity, and agency.
3 Compare and contrast major models and methodological approaches used to investigate individual differences in language learning.
4 Analyze learner profiles, research findings, and classroom cases in order to interpret how individual and contextual factors interact in language learning.
5 Design and conduct a small-scale, research-informed investigation or evidence-based project on an individual-difference variable using appropriate and ethical procedures.
6 Synthesize research evidence to propose pedagogical practices that respond to learner diversity while avoiding deterministic labels and unsupported assumptions about learners.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Introduction of syllabus and discussion of course policy; scope of individual differences research. Research: Discussion of research interests and topic exploration. - -
2 Age and second language learning: Critical period, maturational and experiential perspectives. Research: Topic refinement and research question development. - -
3 Language aptitude, working memory, and cognitive abilities. Research: Preliminary literature search and proposal discussion. - -
4 Personality and related learner characteristics: Risk-taking and tolerance of ambiguity. Research: Revision of introduction. - -
5 L2 motivation: From socio-educational perspectives to the L2 Motivational Self System. Research: Revision of literature review. - -
6 Affect in language learning: Anxiety, enjoyment, self-confidence, and emotion. Research: Revision of methodology. - -
7 Learner beliefs, learning styles, and the critical evaluation of learner-typology claims. Research: Instrument and data source preparation. - -
8 Midterm week. Research: Data collection. - -
9 Language learning strategies and self-regulation. Research: Data collection and data organization. - -
10 Willingness to communicate, engagement, and classroom participation. Research: Data analysis. - -
11 Identity, self-concept, agency, and investment in language learning. Research: Results. - -
12 Dynamic and contextual perspectives on individual differences. Research: Discussion. - -
13 Researching individual differences: Instruments, designs, measurement, and ethical issues. Research: Revision. - -
14 Pedagogical responses to learner diversity; student article/project presentations. Research: Revision and presentation. - -
15 Research revision, synthesis, and course evaluation. Research: Submission. - -

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12
C1 5 3 4 2 1 1 5 2 2 3 4 2
C2 5 4 5 3 1 1 4 3 3 5 5 3
C3 5 3 5 4 1 2 4 3 4 5 5 3
C4 4 5 4 3 2 2 5 3 4 5 4 4
C5 4 4 5 5 2 3 4 4 5 4 4 3
C6 5 5 4 3 2 2 5 4 5 5 5 5

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant