Regression analysis is a widely used statistical technique to build a model from a set of data on two or more variables. Linear regression is based on linear correlation, and assumes that change in one variable is accompanied by a proportional change in another variable. Simple linear regression, or bivariate regression, is used for predicting the value of one variable from another variable (predictor); however, multiple linear regression, which enables us to analyse more than one predictor or variable, is more commonly used. This paper explains both simple and multiple linear regressions illustrated with an example of analysis and also discusses some common errors in presenting the results of regression, including inappropriate titles, causal language, inappropriate conclusions, and misinterpretation.

Studies have shown that second language (L2) motivation can have an impact on L2 learning processes. The aim of this study was to investigate gender differences in L2 motivation among Croatian university students from the perspective of the L2MSS. The results indicated that females were more motivated than males to learn English, had higher levels of interest in English, while differences in L2 anxiety were somewhat ambiguous. Females also demonstrated that their L2 motivation was linked to motives related to the avoidance of negative outcomes suggesting that females are perhaps more conscientious learners compared to males. These findings point to a complex motivational state among females, which may indicate important gender-based differences in language learning.

The global Covid-19 pandemic led to the turn toward online learning and the need to adapt to new ways of English foreign language (EFL) teaching. This mixed-methods research aimed to examine teacher attitudes, well-being, and coping strategies related to online EFL teaching. The results indicated that Croatian EFL teachers had a positive attitude toward online teaching and acknowledged the importance of being digitally competent. EFL teachers were unsure about their ability to deal with online teaching and indicated their need to improve their IT skills. They revealed more negative than positive responses regarding their well-being and showed that they tried to actively cope during the pandemic. Results also showed better coping strategies among female teachers.

The main focus of this study was to analyse article errors in the writing of first year Croatian psychology students studying English as a foreign language as part of their study programme. Article errors among learners with different proficiency levels were also analysed; moreover, errors made by students with different essay grades were compared. The results show that the category with the highest number of errors included the omission of the indefinite article. Furthermore, it was found that proficiency levels were not a significant factor concerning the average number of errors in any of the categories. Moreover, it was also shown that essay grades did not play a significant role in the number of article errors in student writing except in the category of omission of the definite article, which was found among students with lower essay grades.

Directed Motivational Currents (DMCs) can be described as intense surges in motivation which can carry second language (L2) learners towards achieving their L2 related goals. DMCs are triggered by powerful stimuli which can be diverse in nature, and they depend on various conditions. DMCs are characterized by several key features, including goal-orientedness, a salient facilitative structure, and positive emotionality. Individuals experiencing DMCs are highly focused on a clearly defined goal accompanied by a vision of an idealized future self that has reached the goal. This vision is supported by a new set of automatized behavioural routines, subgoals, and affirmative feedback. Furthermore, individuals experience positive emotions while engaged in pursuit of their L2 goal, regardless of the type of activity or task in question. The aim of this study was to describe DMCs among English L2 university students based on an analysis of interview data. The findings indicated that Croatian university students displayed the key features of DMCs, which were launched due to various triggering stimuli, the most common of which were intrapersonal reasons. L2 goals were mainly related to a future career in the teaching profession, while visions of their ideal L2 self were tied to becoming proficient English language speakers, but also to personal development. Most students used automatized behavioural routines which aided in attaining their goals. The results also suggested that negative feedback did not have a detrimental effect on students’ motivation. Moreover, students’ DMCs were associated with positive emotionality, through the satisfaction gained by goal attainment which reciprocally affected their self-confidence.