{"title":"Intuition and Reflexivity: The Ethics of Decision-Making in Classroom Practitioner Research","authors":"E. Ushioda","doi":"10.52598/jpll/5/2/7","DOIUrl":"https://doi.org/10.52598/jpll/5/2/7","url":null,"abstract":"","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"37 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138948850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Practitioner Researcher Intuition in Stimulated Recall Studies","authors":"Sam Morris, Kie Yamamoto, Jim King","doi":"10.52598/jpll/5/2/4","DOIUrl":"https://doi.org/10.52598/jpll/5/2/4","url":null,"abstract":"","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138951898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Intuition and the Dialogic Presentation of Self: When Intuition Fails and Self-Presentations are Fractured","authors":"Anne Feryok","doi":"10.52598/jpll/5/2/6","DOIUrl":"https://doi.org/10.52598/jpll/5/2/6","url":null,"abstract":"","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"4 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"OK, so Where to now?: Reflections on Intuition and Action Research","authors":"Anne Burns, Paul Williams","doi":"10.52598/jpll/5/2/2","DOIUrl":"https://doi.org/10.52598/jpll/5/2/2","url":null,"abstract":"","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"65 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138950707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Talking Intuition Into Consciousness: A Discursive Approach to Evolving an Understanding","authors":"Richard S. Pinner, Judith Hanks","doi":"10.52598/jpll/5/2/3","DOIUrl":"https://doi.org/10.52598/jpll/5/2/3","url":null,"abstract":"","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"51 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Diversity of Intuitive Moments in L+ Practitioner Research: An Exploratory Autoethnographic Case Study","authors":"R. J. Sampson","doi":"10.52598/jpll/5/2/5","DOIUrl":"https://doi.org/10.52598/jpll/5/2/5","url":null,"abstract":"","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"136 50","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138953273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studies focusing on affective factors/emotions in learning are a mainstay in second language (L2) research. L2 teacher-focused research has also made advances in this domain and established the importance of affective factors for both learners and teachers. Despite the field’s understanding of the emotional complexity of L2 teaching, much remains undiscovered. The aim of this qualitative research was to investigate L2 teachers’ (N = 21) emotional experiences in the classroom. Specifically, by using a teacher diary we set out to document: (1) the emotions teachers reported in their place of work and during their interactions with learners, (2) the classroom activities teachers were engaged in when they experienced specific emotions, and (3) the regulatory practices they engaged in when dealing with both pleasant and unpleasant emotions. Our findings show that L2 teachers most frequently experienced pleasant emotions such as satisfaction, joy, and pride. In regard to unpleasant emotions, they primarily revealed frustration, irritability, and disappointment. Both types of emotions were mostly instigated by their learners and were related to L2 classroom activities in the areas of grammar, speaking, and reading. The teachers admitted to regulating both pleasant and unpleasant emotions. Finally, teachers revealed that they used down-regulation, reappraisal, deep breathing, and suppression as the most frequent emotion regulation strategies.
{"title":"Dear Diary: An Exploration of L2 Teachers’ Emotional Experiences","authors":"Dino Dumančić, A. Martinović, I. Burić","doi":"10.52598/jpll/4/2/7","DOIUrl":"https://doi.org/10.52598/jpll/4/2/7","url":null,"abstract":"Studies focusing on affective factors/emotions in learning are a mainstay in second language (L2) research. L2 teacher-focused research has also made advances in this domain and established the importance of affective factors for both learners and teachers. Despite the field’s understanding of the emotional complexity of L2 teaching, much remains undiscovered. The aim of this qualitative research was to investigate L2 teachers’ (N = 21) emotional experiences in the classroom. Specifically, by using a teacher diary we set out to document: (1) the emotions teachers reported in their place of work and during their interactions with learners, (2) the classroom activities teachers were engaged in when they experienced specific emotions, and (3) the regulatory practices they engaged in when dealing with both pleasant and unpleasant emotions. Our findings show that L2 teachers most frequently experienced pleasant emotions such as satisfaction, joy, and pride. In regard to unpleasant emotions, they primarily revealed frustration, irritability, and disappointment. Both types of emotions were mostly instigated by their learners and were related to L2 classroom activities in the areas of grammar, speaking, and reading. The teachers admitted to regulating both pleasant and unpleasant emotions. Finally, teachers revealed that they used down-regulation, reappraisal, deep breathing, and suppression as the most frequent emotion regulation strategies.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133676043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite their well-established connections to student motivation and to learning outcomes, attributions, particularly at the task-level, have not garnered much attention in L2 learning research. However, research evidence in educational psychology (e.g., Stajkovic & Sommer, 2000) suggests that L2 task attributions may affect subsequent task engagement and performance. L2 task engagement is a construct studied extensively in recent L2 learning research because of its association with high-quality task performance and learning outcomes. The primary objective of this work-in-progress study is to clarify this potential link between L2 task attributions, engagement, and performance. In addition, the effect of effort feedback on these three constructs is also investigated. Previous research (e.g., Amemiya & Wang, 2018) has documented that effort feedback typically used with good intentions by L2 teachers may, in fact, backfire and exert negative influences on how individuals shape task attributions, which in turn lead to poor-quality task engagement and performance. A within-group quasi-experimental research design will be adopted for these purposes, and 120 Japanese high school students will be recruited. Participants will be divided into two groups to counterbalance the order of effort feedback provision. Three reading tasks from the EIKEN Test in Practical English Proficiency, Grade Pre-2, will be used, and time on task will be recorded as an indicator of task engagement. After performing the tasks, the participants will receive effort feedback and report their task attributions. The relationship between effort feedback, task attributions, engagement, and performance will be analyzed through hierarchical multiple regression analyses.
{"title":"The Effects of Effort Feedback and L2 Task Attributions on Task Engagement and Performance","authors":"Joseph Yamazaki","doi":"10.52598/jpll/4/2/9","DOIUrl":"https://doi.org/10.52598/jpll/4/2/9","url":null,"abstract":"Despite their well-established connections to student motivation and to learning outcomes, attributions, particularly at the task-level, have not garnered much attention in L2 learning research. However, research evidence in educational psychology (e.g., Stajkovic & Sommer, 2000) suggests that L2 task attributions may affect subsequent task engagement and performance. L2 task engagement is a construct studied extensively in recent L2 learning research because of its association with high-quality task performance and learning outcomes. The primary objective of this work-in-progress study is to clarify this potential link between L2 task attributions, engagement, and performance. In addition, the effect of effort feedback on these three constructs is also investigated. Previous research (e.g., Amemiya & Wang, 2018) has documented that effort feedback typically used with good intentions by L2 teachers may, in fact, backfire and exert negative influences on how individuals shape task attributions, which in turn lead to poor-quality task engagement and performance. A within-group quasi-experimental research design will be adopted for these purposes, and 120 Japanese high school students will be recruited. Participants will be divided into two groups to counterbalance the order of effort feedback provision. Three reading tasks from the EIKEN Test in Practical English Proficiency, Grade Pre-2, will be used, and time on task will be recorded as an indicator of task engagement. After performing the tasks, the participants will receive effort feedback and report their task attributions. The relationship between effort feedback, task attributions, engagement, and performance will be analyzed through hierarchical multiple regression analyses.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129042798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Introduction to the Issue","authors":"Kelly S. Spratt","doi":"10.1002/ZOO.10041","DOIUrl":"https://doi.org/10.1002/ZOO.10041","url":null,"abstract":"","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127507219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study developed a Self-Regulated Second Language Self-Study Questionnaire that addresses the self-regulated learning (SRL) skills of learners of English as a foreign language in a self-study setting. Much attention has been paid to SRL in second language acquisition; however, contexts outside school have hardly been explored. To address this issue, based on the Motivated Strategies for Learning Questionnaire, a new questionnaire was created and applied to a sample of 112 Japanese university students. The exploratory factor analyses extracted three factors (i.e., self-efficacy, learner values, and test anxiety) from the motivation section of the questionnaire. Additionally, four factors (i.e., metacognitive strategies, problem solving, learning maintenance, and learning effort) were extracted from the learning strategy section. All seven factors showed adequate internal reliability. Additional confirmatory factor analyses demonstrated sufficient model fit indices for construct validity, whereas some were disputable.
{"title":"The Development of a Self-Regulated Second Language Learning Questionnaire for an L2 Self-Study Setting","authors":"Akiko Fukuda","doi":"10.52598/jpll/4/2/3","DOIUrl":"https://doi.org/10.52598/jpll/4/2/3","url":null,"abstract":"This study developed a Self-Regulated Second Language Self-Study Questionnaire that addresses the self-regulated learning (SRL) skills of learners of English as a foreign language in a self-study setting. Much attention has been paid to SRL in second language acquisition; however, contexts outside school have hardly been explored. To address this issue, based on the Motivated Strategies for Learning Questionnaire, a new questionnaire was created and applied to a sample of 112 Japanese university students. The exploratory factor analyses extracted three factors (i.e., self-efficacy, learner values, and test anxiety) from the motivation section of the questionnaire. Additionally, four factors (i.e., metacognitive strategies, problem solving, learning maintenance, and learning effort) were extracted from the learning strategy section. All seven factors showed adequate internal reliability. Additional confirmatory factor analyses demonstrated sufficient model fit indices for construct validity, whereas some were disputable.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123212042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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