Introduction

Abstract

Second or foreign language (L2) learning or acquisition is a daunting process for most learners. Even if the external conditions are comparable, there are considerable differences in levels of achievement among language learners. One of the reasons for such a discrepancy is attributed to individual learner differences (ILD), which could either inhibit or accelerate learning. An instance of the limiting factor of an L2 learner’s potential is a high level of language anxiety (LA) experienced while learning a target language. However, there are many ILD that stimulate an L2 learning process, for example effective use of language learning strategies (LLS). Therefore, the extent to which a learner succeeds in L2 learning depends, among others, on the level of LA he or she experiences in the classroom and the language learning strategies he or she deploys while studying an L2.