As a personality trait, second language (L2) grit—a combination of perseverance and passion for L2 learning—has recently been proposed as a meaningful predictor of learners’ motivational behavior and L2 achievement. The results of a growing body of empirical studies carried out in various L2 contexts have substantiated the power of L2 grit in predicting L2 success. In this paper, we contend that grit and its potential effects on L2 outcomes should be conceptualized and measured in a domain-specific fashion. We argue that a domain-specific measure of grit enhances its predictive and construct validity and better captures its differential effects in various domains and across languages. We then briefly review the findings of existing grit research in L2 contexts with respect to their domain-general versus domain-specific conceptualization of grit. Finally, we conclude the paper by discussing several issues raised against domain-general grit and discuss their potential relevance to domain-specific grit research in the context of L2 learning.
{"title":"On Domain-Specific Conceptualization and Measurement of Grit in L2 Learning","authors":"Y. Teimouri, Ekaterina Sudina, Luke Plonsky","doi":"10.52598/jpll/3/2/10","DOIUrl":"https://doi.org/10.52598/jpll/3/2/10","url":null,"abstract":"As a personality trait, second language (L2) grit—a combination of perseverance and passion for L2 learning—has recently been proposed as a meaningful predictor of learners’ motivational behavior and L2 achievement. The results of a growing body of empirical studies carried out in various L2 contexts have substantiated the power of L2 grit in predicting L2 success. In this paper, we contend that grit and its potential effects on L2 outcomes should be conceptualized and measured in a domain-specific fashion. We argue that a domain-specific measure of grit enhances its predictive and construct validity and better captures its differential effects in various domains and across languages. We then briefly review the findings of existing grit research in L2 contexts with respect to their domain-general versus domain-specific conceptualization of grit. Finally, we conclude the paper by discussing several issues raised against domain-general grit and discuss their potential relevance to domain-specific grit research in the context of L2 learning.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114993670","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}
Interest in the role of learners’ personality, emotions and the learning environment in foreign language (FL) learning has grown exponentially in the past decade. The introduction of personality psychology in the field of applied linguistics has led to the inclusion of a set of personality dimensions in research designs like resilience and grit, which have been shown to be significant predictors of FL achievement. The abrupt emergence of COVID-19 in 2020 forced universities around the world to move their courses online, which has been named Emergency Remote Teaching. The sudden change in FL learning environment offers a unique opportunity to researchers to investigate whether the relationships between learners’ personality and classroom emotions in traditional ‘in-person’ classes, and the predictors of those emotions, also exist in the new online environments. The present study examined the foreign language classroom anxiety (FLCA) of Chinese secondary students at different instruction levels and its links with learner-internal and external factors, namely general grit and the classroom environment (CE) of the online English classes. A total of 1,526 Chinese secondary students completed an online questionnaire. Pearson correlation analyses and regression analyses revealed that general grit and CE predicted FLCA either independently or jointly. The findings are discussed and interpreted in the light of existing research on person-environment interaction. We identify avenues for further research and propose a number of pedagogical implications for optimizing online FL teaching.
{"title":"How Classroom Environment and General Grit Predict Foreign Language Classroom Anxiety of Chinese EFL Students","authors":"Chengchen Li, Jean–Marc Dewaele","doi":"10.52598/jpll/3/2/6","DOIUrl":"https://doi.org/10.52598/jpll/3/2/6","url":null,"abstract":"Interest in the role of learners’ personality, emotions and the learning environment in foreign language (FL) learning has grown exponentially in the past decade. The introduction of personality psychology in the field of applied linguistics has led to the inclusion of a set of personality dimensions in research designs like resilience and grit, which have been shown to be significant predictors of FL achievement. The abrupt emergence of COVID-19 in 2020 forced universities around the world to move their courses online, which has been named Emergency Remote Teaching. The sudden change in FL learning environment offers a unique opportunity to researchers to investigate whether the relationships between learners’ personality and classroom emotions in traditional ‘in-person’ classes, and the predictors of those emotions, also exist in the new online environments. The present study examined the foreign language classroom anxiety (FLCA) of Chinese secondary students at different instruction levels and its links with learner-internal and external factors, namely general grit and the classroom environment (CE) of the online English classes. A total of 1,526 Chinese secondary students completed an online questionnaire. Pearson correlation analyses and regression analyses revealed that general grit and CE predicted FLCA either independently or jointly. The findings are discussed and interpreted in the light of existing research on person-environment interaction. We identify avenues for further research and propose a number of pedagogical implications for optimizing online FL teaching.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130199090","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}
Research indicates that beliefs on the locus of the primary source of learning can have negative effects on learning behaviors in school (Mercer & Ryan, 2011). To an increasing extent, young people in Sweden acquire English outside school through different cultural practices (Sundqvist & Sylvén, 2012). At the same time, students lack enthusiasm in English lessons, which can lead to a reduced investment of effort in the language classroom (Henry, 2014). However, learning a language requires both interest and effort. In psychological research, the capacity of showing consistency in interest and perseverance to achieve a goal, such as learning a language, is defined as grit (Duckworth et al., 2007). Studies investigating the association between grit and language achievement remain scarce. The present study contributes to filling this gap by investigating whether the effects of grit differ across different performance domains (i.e., English, Swedish and Mathematics). An additional purpose is to investigate whether there are differential effects of grit for subgroups of students with different SES, achievement levels, and gender. A total of 4646 compulsory school students born in 1992 were extracted from the Evaluation Through Follow-up Database (ETF). Multiple-group path analysis was used to examine the mechanisms of the grit facets (i.e., interest and perseverance) across time and subgroups. While both interest and perseverance predicted grades in Swedish and Mathematics, interest alone predicted grades in English. The low SES high achieving group also showed higher consistency in interest and perseverance than the other groups, indicating that grit could be more valuable in face of adversities.
研究表明，对主要学习来源的信念会对学校的学习行为产生负面影响(Mercer & Ryan, 2011)。瑞典的年轻人越来越多地通过不同的文化实践在校外学习英语(Sundqvist & sylv2013.2012)。同时，学生在英语课上缺乏热情，这可能导致在语言课堂上的努力投入减少(Henry, 2014)。然而，学习一门语言需要兴趣和努力。在心理学研究中，表现出一致的兴趣和毅力来实现一个目标的能力，比如学习一门语言，被定义为毅力(Duckworth et al.， 2007)。调查毅力和语言成就之间关系的研究仍然很少。本研究通过调查毅力的影响在不同的表现领域(即英语、瑞典语和数学)是否不同，有助于填补这一空白。另一个目的是调查不同社会经济地位、成就水平和性别的学生分组中，毅力是否有不同的影响。从跟踪评估数据库(Evaluation Through follow - tracking Database, ETF)中抽取1992年出生的义务教育阶段学生4646名。采用多组通径分析来考察粒度方面(即兴趣和毅力)在时间和亚组中的机制。虽然兴趣和毅力都能预测瑞典语和数学的成绩，但只有兴趣才能预测英语的成绩。低社会经济地位高成就组在兴趣和毅力方面也比其他组表现出更高的一致性，这表明在面对逆境时，毅力可能更有价值。
{"title":"Does Learning English Require Grit? Examining the Differential Effects on Grades in Core Subjects","authors":"C. Thorsen, Stefan Johansson, Kajsa Yang Hansen","doi":"10.52598/jpll/3/2/5","DOIUrl":"https://doi.org/10.52598/jpll/3/2/5","url":null,"abstract":"Research indicates that beliefs on the locus of the primary source of learning can have negative effects on learning behaviors in school (Mercer & Ryan, 2011). To an increasing extent, young people in Sweden acquire English outside school through different cultural practices (Sundqvist & Sylvén, 2012). At the same time, students lack enthusiasm in English lessons, which can lead to a reduced investment of effort in the language classroom (Henry, 2014). However, learning a language requires both interest and effort. In psychological research, the capacity of showing consistency in interest and perseverance to achieve a goal, such as learning a language, is defined as grit (Duckworth et al., 2007). Studies investigating the association between grit and language achievement remain scarce. The present study contributes to filling this gap by investigating whether the effects of grit differ across different performance domains (i.e., English, Swedish and Mathematics). An additional purpose is to investigate whether there are differential effects of grit for subgroups of students with different SES, achievement levels, and gender. A total of 4646 compulsory school students born in 1992 were extracted from the Evaluation Through Follow-up Database (ETF). Multiple-group path analysis was used to examine the mechanisms of the grit facets (i.e., interest and perseverance) across time and subgroups. While both interest and perseverance predicted grades in Swedish and Mathematics, interest alone predicted grades in English. The low SES high achieving group also showed higher consistency in interest and perseverance than the other groups, indicating that grit could be more valuable in face of adversities.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115167867","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}
Student engagement in the second language classroom has been the focus of numerous researchers and teachers. Previous studies have shown that there are several dimensions of student engagement, but it is still unclear how they change (or not) over time and consequently how they affect actual task performance. This study investigated the task engagement of language learners engaged in collaborative writing in pairs. Specifically, it focused on the combination of behavioral, cognitive, emotional, and social dimensions of task engagement, and examined which combinations resulted in better task performance. Participants were 60 Japanese university students who worked in pairs on a picture description task. Multiple data sources, such as the number of words/turns/language-related episodes, patterns of dyadic interaction, and self-reported questionnaire results, were utilized to investigate the process of students’ task engagement. The results showed: that the 30 participating pairs fell into three groups showing similar combinations of dimensions; that there was a significant difference in actual engagement between the groups and across time; and that such differences had a significant impact on task performance. Based on the results, pedagogical implications for teachers are discussed concerning the use of pair work in the language classroom.
{"title":"Anatomizing Students’ Task Engagement in Pair Work in the Language Classroom","authors":"Tomohito Hiromori","doi":"10.52598/JPLL/3/1/5","DOIUrl":"https://doi.org/10.52598/JPLL/3/1/5","url":null,"abstract":"Student engagement in the second language classroom has been the focus of numerous researchers and teachers. Previous studies have shown that there are several dimensions of student engagement, but it is still unclear how they change (or not) over time and consequently how they affect actual task performance. This study investigated the task engagement of language learners engaged in collaborative writing in pairs. Specifically, it focused on the combination of behavioral, cognitive, emotional, and social dimensions of task engagement, and examined which combinations resulted in better task performance. Participants were 60 Japanese university students who worked in pairs on a picture description task. Multiple data sources, such as the number of words/turns/language-related episodes, patterns of dyadic interaction, and self-reported questionnaire results, were utilized to investigate the process of students’ task engagement. The results showed: that the 30 participating pairs fell into three groups showing similar combinations of dimensions; that there was a significant difference in actual engagement between the groups and across time; and that such differences had a significant impact on task performance. Based on the results, pedagogical implications for teachers are discussed concerning the use of pair work in the language classroom.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133925894","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}
The number of transnational education (TNE) higher education institutions (HEI) around the globe is on the rise. This study attempts to examine the motivational profiles of English for Academic Purposes (EAP) learners at a TNE university in Mainland China that uses English as the medium of instruction (EMI). Participants (N = 300) were primarily first- and second-year students enrolled in EAP classes. The study relied on an adapted version of a motivational questionnaire (Taguchi et al., 2009) to measure some of the most commonly researched motivation constructs. Findings suggest that these students had relatively strong Ideal L2 Selves, were confident in their linguistic abilities, viewed learning EAP as being beneficial for their lives, and desired to integrate with or become like members of their respective academic or professional communities. No meaningful significant differences were found between the motivational profiles of male and female students. This Work-in-Progress study serves as an initial step towards understanding the motivational profiles of EAP learners within the TNE EMI context.
{"title":"An Investigation of the Motivational Profile of EAP Learners at a Transnational Education English Medium Instruction University","authors":"Austin Pack","doi":"10.52598/JPLL/3/1/6","DOIUrl":"https://doi.org/10.52598/JPLL/3/1/6","url":null,"abstract":"The number of transnational education (TNE) higher education institutions (HEI) around the globe is on the rise. This study attempts to examine the motivational profiles of English for Academic Purposes (EAP) learners at a TNE university in Mainland China that uses English as the medium of instruction (EMI). Participants (N = 300) were primarily first- and second-year students enrolled in EAP classes. The study relied on an adapted version of a motivational questionnaire (Taguchi et al., 2009) to measure some of the most commonly researched motivation constructs. Findings suggest that these students had relatively strong Ideal L2 Selves, were confident in their linguistic abilities, viewed learning EAP as being beneficial for their lives, and desired to integrate with or become like members of their respective academic or professional communities. No meaningful significant differences were found between the motivational profiles of male and female students. This Work-in-Progress study serves as an initial step towards understanding the motivational profiles of EAP learners within the TNE EMI context.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131274670","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 investigated the extent to which individual differences in working memory (WM) mediate the effects of captions with or without textual enhancement on attentional allocation and L2 grammatical development, and whether L2 development is influenced by WM memory in the absence of captions. We employed a pretest-posttest-delayed posttest design, with 72 Korean learners of English randomly assigned to three groups. The groups differed as to whether they were exposed to news clips without captions, with textually-enhanced captions, or with unenhanced captions during the treatment. We measured attentional allocation with eye-tracking methodology, and assessed development with an oral production, a written production and a fill-in-the-blank test. To assess various aspects of WM, we employed measures of phonological and visual short-term memory (PSTM, VSTM) and the executive functions of updating, task-switching, and inhibitory control. We found that, in both captions groups, higher PSTM was associated with higher oral production gains. For the enhanced captions group, PSTM was also positively related to gains on the written production test. Participants in the no-captions group, however, showed a positive link between VSTM and oral production gains. Attentional location only correlated positively with updating ability and PSTM under the enhanced captions condition. These results, overall, indicate that WM can moderate the effects of captions on attention and L2 development, and various WM components may play a differential role under various captioning conditions.
{"title":"The Role of Working Memory in Attentional Allocation and Grammatical Development under Textually-enhanced, Unenhanced and No Captioning Conditions","authors":"Minjin Lee, A. Révész","doi":"10.52598/JPLL/3/1/1","DOIUrl":"https://doi.org/10.52598/JPLL/3/1/1","url":null,"abstract":"This study investigated the extent to which individual differences in working memory (WM) mediate the effects of captions with or without textual enhancement on attentional allocation and L2 grammatical development, and whether L2 development is influenced by WM memory in the absence of captions. We employed a pretest-posttest-delayed posttest design, with 72 Korean learners of English randomly assigned to three groups. The groups differed as to whether they were exposed to news clips without captions, with textually-enhanced captions, or with unenhanced captions during the treatment. We measured attentional allocation with eye-tracking methodology, and assessed development with an oral production, a written production and a fill-in-the-blank test. To assess various aspects of WM, we employed measures of phonological and visual short-term memory (PSTM, VSTM) and the executive functions of updating, task-switching, and inhibitory control. We found that, in both captions groups, higher PSTM was associated with higher oral production gains. For the enhanced captions group, PSTM was also positively related to gains on the written production test. Participants in the no-captions group, however, showed a positive link between VSTM and oral production gains. Attentional location only correlated positively with updating ability and PSTM under the enhanced captions condition. These results, overall, indicate that WM can moderate the effects of captions on attention and L2 development, and various WM components may play a differential role under various captioning conditions.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133112564","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}
In the field of foreign and second language (L2) education, the primary focus has been on the language teaching, learning, and language development in the L2 classroom. However, beginning from the last decade, there is a growing recognition that language teaching and learning also take place in non-classroom settings (Reinders & Benson, 2017). Following this realization, the role of a social learning space has been increasingly emphasized in influencing and facilitating the language development of L2 learners. Social learning space as a construct refers to a place where learners can gather together and learn with and from each other through relaxed “social interaction” (Murray, 2017, p. 117). Social learning spaces have recently begun to be viewed as an indispensable context for L2 learning, although research on these social learning spaces is still in its infancy. This book (Mynard et al., 2020) is one of the first few scholarly collections that addresses this emerging area of study, and it offers intriguing insights to enrich the field’s understanding of L2 learners’ growth beyond the classroom. There are in total four main sections in this book, including setting the scene, case studies, exploring concepts through the research, and implications for the field.
在外语和第二语言(L2)教育领域，主要关注的是L2课堂中的语言教学、学习和语言发展。然而，从过去十年开始，人们越来越认识到语言教学也发生在非课堂环境中(Reinders & Benson, 2017)。在认识到这一点之后，社会学习空间在影响和促进二语学习者语言发展方面的作用越来越受到重视。社会学习空间作为一种建构，是指学习者可以聚集在一起，通过轻松的“社会互动”相互学习的地方(Murray, 2017, p. 117)。社会学习空间最近开始被视为第二语言学习不可或缺的环境，尽管对这些社会学习空间的研究仍处于起步阶段。这本书(Mynard et al.， 2020)是为数不多的针对这一新兴研究领域的学术文集之一，它提供了有趣的见解，丰富了该领域对第二语言学习者课堂外成长的理解。本书共有四个主要部分，包括设置场景，案例研究，通过研究探索概念，以及对该领域的影响。
{"title":"Book Review: Dynamics of a Social Language Learning Community by Jo Mynard, Michael Burke, Daniel Hooper, Bethan Kushida, Phoebe Lyon, Ross Sampson, and Phillip Taw","authors":"Yuan Sang","doi":"10.52598/JPLL/3/1/7","DOIUrl":"https://doi.org/10.52598/JPLL/3/1/7","url":null,"abstract":"In the field of foreign and second language (L2) education, the primary focus has been on the language teaching, learning, and language development in the L2 classroom. However, beginning from the last decade, there is a growing recognition that language teaching and learning also take place in non-classroom settings (Reinders & Benson, 2017). Following this realization, the role of a social learning space has been increasingly emphasized in influencing and facilitating the language development of L2 learners. Social learning space as a construct refers to a place where learners can gather together and learn with and from each other through relaxed “social interaction” (Murray, 2017, p. 117). Social learning spaces have recently begun to be viewed as an indispensable context for L2 learning, although research on these social learning spaces is still in its infancy. This book (Mynard et al., 2020) is one of the first few scholarly collections that addresses this emerging area of study, and it offers intriguing insights to enrich the field’s understanding of L2 learners’ growth beyond the classroom. There are in total four main sections in this book, including setting the scene, case studies, exploring concepts through the research, and implications for the field.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116759499","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}
Willingness to communicate (WTC) has recently been researched as a dynamic variable, with some investigations viewing it as a complex dynamic system (CDS). One important property associated with CDS is the notion of attractor states, which are characterized by stable patterns of behavior. The present study employed an idiodynamic method to monitor per-second WTC changes with 20 participants during three-minute speaking tasks. Using idiodynamic graphs illustrating the WTC dynamics, patterns of stability were identified as the unit of analysis for WTC attractors. Temporal measures of the utterances that coincided with the WTC attractors were also examined. Results demonstrated that attractors were likely to emerge in both WTC and L2 fluency, and largely depended on two categories of content-related and linguistic-cognitive factors. Data analysis also indicates that WTC and L2 fluency exhibited parallel dynamics in most of the cases. The study’s findings yield pedagogical implications that are discussed at the end.
{"title":"Willingness to Communicate and Second Language Speech Fluency: An Idiodynamic Investigation of Attractor States","authors":"Shahin Nematizadeh","doi":"10.52598/JPLL/3/1/2","DOIUrl":"https://doi.org/10.52598/JPLL/3/1/2","url":null,"abstract":"Willingness to communicate (WTC) has recently been researched as a dynamic variable, with some investigations viewing it as a complex dynamic system (CDS). One important property associated with CDS is the notion of attractor states, which are characterized by stable patterns of behavior. The present study employed an idiodynamic method to monitor per-second WTC changes with 20 participants during three-minute speaking tasks. Using idiodynamic graphs illustrating the WTC dynamics, patterns of stability were identified as the unit of analysis for WTC attractors. Temporal measures of the utterances that coincided with the WTC attractors were also examined. Results demonstrated that attractors were likely to emerge in both WTC and L2 fluency, and largely depended on two categories of content-related and linguistic-cognitive factors. Data analysis also indicates that WTC and L2 fluency exhibited parallel dynamics in most of the cases. The study’s findings yield pedagogical implications that are discussed at the end.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125091624","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 article explores the relationship between Turkish undergraduate students’ language learning mindsets, English language achievement, and English medium instruction (EMI) academic success. Student test score data on an EMI course and an English language course were collected from fourth year students studying mechatronics engineering (n = 68) and business administration (n = 75) at a public university. Students also responded to the Language Learning Mindsets Inventory (Lou & Noels, 2019). Regression analyses revealed that both incremental (positively) and entity (negatively) mindsets predicted academic success in engineering. Neither mindset was a statistically significant predictor of mechatronics engineering students’ English language achievement. Business administration students’ academic success and English language achievement were both statistically significantly predicted by both incremental (positively) and entity (negatively) mindsets. These results are discussed according to discipline-based differences in EMI courses and pedagogical implications are explored.
{"title":"What Role Do Language Learning Mindsets Play in English Medium Instruction? A Comparison of Engineering and Business Administration in Turkey","authors":"Dogan Yuksel, Samantha Curle, S. Kaya","doi":"10.52598/JPLL/3/1/3","DOIUrl":"https://doi.org/10.52598/JPLL/3/1/3","url":null,"abstract":"This article explores the relationship between Turkish undergraduate students’ language learning mindsets, English language achievement, and English medium instruction (EMI) academic success. Student test score data on an EMI course and an English language course were collected from fourth year students studying mechatronics engineering (n = 68) and business administration (n = 75) at a public university. Students also responded to the Language Learning Mindsets Inventory (Lou & Noels, 2019). Regression analyses revealed that both incremental (positively) and entity (negatively) mindsets predicted academic success in engineering. Neither mindset was a statistically significant predictor of mechatronics engineering students’ English language achievement. Business administration students’ academic success and English language achievement were both statistically significantly predicted by both incremental (positively) and entity (negatively) mindsets. These results are discussed according to discipline-based differences in EMI courses and pedagogical implications are explored.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129609772","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 mixed-methods study explores the self-regulation of two Japanese university students in response to the stressful situation of feeling unable to communicate effectively in English with foreigners. Qualitative data from interviews are used to interpret the quantitative results of the two students, who were part of an online intercultural Japan-Canada university exchange in which half of the communication was in English. Due to the reality check of using English for communication with foreigners, both students realized that their English communication skills were weak. Self-efficacy and coping strategies modeled by peers were internalized by one student who could subsequently cope with the demands of interacting in English, and who developed a challenge orientation and set a new goal as a result. The other student became demotivated and withdrew over time. Theories related to stress and coping, self-efficacy, peer modeling, internalization, self-regulation, and possible selves are incorporated to provide a multi-dimensional view of the processes involved in the self-regulation of these students. By looking at the experiences of the two students at the individual level, insight may be gained into the reasons behind student engagement in and withdrawal from L2 learning processes. In particular, the importance of peer modeling to positive changes in student actual and ideal selves is examined.
{"title":"Effects of the Internalization of Peer-Modeled Self-efficacy on Coping with L2 Communication Stress","authors":"Jennifer Claro","doi":"10.52598/JPLL/3/1/4","DOIUrl":"https://doi.org/10.52598/JPLL/3/1/4","url":null,"abstract":"This mixed-methods study explores the self-regulation of two Japanese university students in response to the stressful situation of feeling unable to communicate effectively in English with foreigners. Qualitative data from interviews are used to interpret the quantitative results of the two students, who were part of an online intercultural Japan-Canada university exchange in which half of the communication was in English. Due to the reality check of using English for communication with foreigners, both students realized that their English communication skills were weak. Self-efficacy and coping strategies modeled by peers were internalized by one student who could subsequently cope with the demands of interacting in English, and who developed a challenge orientation and set a new goal as a result. The other student became demotivated and withdrew over time. Theories related to stress and coping, self-efficacy, peer modeling, internalization, self-regulation, and possible selves are incorporated to provide a multi-dimensional view of the processes involved in the self-regulation of these students. By looking at the experiences of the two students at the individual level, insight may be gained into the reasons behind student engagement in and withdrawal from L2 learning processes. In particular, the importance of peer modeling to positive changes in student actual and ideal selves is examined.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131224991","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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