Shanshan Yang, Mostafa Azari Noughabi, E. Botes, Jean–Marc Dewaele
Research on learners’ foreign language emotions has revealed the existence of a positive feedback loop where increased enjoyment leads to better performance which, in turn, strengthens learners’ enjoyment and boosts overall happiness. The current study follows this avenue focusing on teachers’ foreign language teaching enjoyment (FLTE) and its relationships with engagement, mindfulness, and burnout. The participants, who were 496 English as a foreign language (EFL) teachers from Iran, completed four electronic surveys. The proposed mediation model based on data collected from EFL teachers indicated that FLTE partially mediated the relationship between mindfulness and engagement as well as their burnout. The results revealed that mindful EFL teachers who enjoy the profession are more likely to experience higher levels of work engagement and job satisfaction, thus creating a positive feedback loop. In addition, the findings suggest the importance of positive emotions in EFL teachers’ psychological flourishing based on the tenets of positive psychology. Finally, implications and suggestions for further research are offered.
{"title":"Let’s get positive: How foreign language teaching enjoyment can create a positive feedback loop","authors":"Shanshan Yang, Mostafa Azari Noughabi, E. Botes, Jean–Marc Dewaele","doi":"10.14746/ssllt.32358","DOIUrl":"https://doi.org/10.14746/ssllt.32358","url":null,"abstract":"Research on learners’ foreign language emotions has revealed the existence of a positive feedback loop where increased enjoyment leads to better performance which, in turn, strengthens learners’ enjoyment and boosts overall happiness. The current study follows this avenue focusing on teachers’ foreign language teaching enjoyment (FLTE) and its relationships with engagement, mindfulness, and burnout. The participants, who were 496 English as a foreign language (EFL) teachers from Iran, completed four electronic surveys. The proposed mediation model based on data collected from EFL teachers indicated that FLTE partially mediated the relationship between mindfulness and engagement as well as their burnout. The results revealed that mindful EFL teachers who enjoy the profession are more likely to experience higher levels of work engagement and job satisfaction, thus creating a positive feedback loop. In addition, the findings suggest the importance of positive emotions in EFL teachers’ psychological flourishing based on the tenets of positive psychology. Finally, implications and suggestions for further research are offered.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89314797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Let me start this review by saying that it is a huge privilege to be able to review the book co-authored by the late Zoltán Dörnyei, a scholar who not only managed to put the countries of Eastern and Central Europe on the map of research into individual difference (ID) factors in the realm of second language acquisition (SLA) but in many ways shaped and spearheaded the development of such research.
{"title":"Review of Lessons from exceptional language learners who have achieved nativelike proficiency: Motivation, cognition and identity by Zoltán Dörnyei and Katarina Mentzelopoulos","authors":"M. Pawlak","doi":"10.14746/ssllt.37417","DOIUrl":"https://doi.org/10.14746/ssllt.37417","url":null,"abstract":"Let me start this review by saying that it is a huge privilege to be able to review the book co-authored by the late Zoltán Dörnyei, a scholar who not only managed to put the countries of Eastern and Central Europe on the map of research into individual difference (ID) factors in the realm of second language acquisition (SLA) but in many ways shaped and spearheaded the development of such research.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"34 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91111204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Language students apply different strategies to learn a second language (L2), especially when they want to attain proficiency in reading. The aim of the present study was to revisit the validity of the Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) among Saudi students using a new statistical method of confirmatory composite analysis (CCA). Past studies modeled MARSI-R as a common factor and applied confirmatory factor analysis (CFA) to test its validity. However, studies struggled to provide support for the validity of the MASRI-R with each suggesting different model. Instead, we treat the inventory as a composite, meaning that the items in MARSI-R form and define the inventory and not the other way around. We use partial least squared structural equation modeling (PLS-SEM) to allow the composite model to be estimated. The results indicated that the constructs of MARSI-R are better operationalized as composites not common factors as supported through CCA exclusively. After confirming the nature of the inventory, we evaluated the extent to which MARSI-R is related to reading proficiency through the mediational mechanism of motivational intensity (i.e., learning effort). Descriptive statistics illustrated that problem-solving strategies are the most used strategy and that females used the strategies more frequently than their male counterparts. Most importantly, the structural model showed that metacognitive reading strategies only exert an indirect effect on reading proficiency, suggesting that the effect of strategies is mediated by motivational intensity (i.e., learning effort). Thus, motivational intensity seems to be mediator in the relationship between metacognitive reading strategies and reading proficiency. Finally, methodological and educational implications are provided.
{"title":"Construct validation of the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) and its relation to learning effort and reading achievement","authors":"Abdullah Alamer, Ahmad Alsagoafi","doi":"10.14746/ssllt.31990","DOIUrl":"https://doi.org/10.14746/ssllt.31990","url":null,"abstract":"Language students apply different strategies to learn a second language (L2), especially when they want to attain proficiency in reading. The aim of the present study was to revisit the validity of the Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) among Saudi students using a new statistical method of confirmatory composite analysis (CCA). Past studies modeled MARSI-R as a common factor and applied confirmatory factor analysis (CFA) to test its validity. However, studies struggled to provide support for the validity of the MASRI-R with each suggesting different model. Instead, we treat the inventory as a composite, meaning that the items in MARSI-R form and define the inventory and not the other way around. We use partial least squared structural equation modeling (PLS-SEM) to allow the composite model to be estimated. The results indicated that the constructs of MARSI-R are better operationalized as composites not common factors as supported through CCA exclusively. After confirming the nature of the inventory, we evaluated the extent to which MARSI-R is related to reading proficiency through the mediational mechanism of motivational intensity (i.e., learning effort). Descriptive statistics illustrated that problem-solving strategies are the most used strategy and that females used the strategies more frequently than their male counterparts. Most importantly, the structural model showed that metacognitive reading strategies only exert an indirect effect on reading proficiency, suggesting that the effect of strategies is mediated by motivational intensity (i.e., learning effort). Thus, motivational intensity seems to be mediator in the relationship between metacognitive reading strategies and reading proficiency. Finally, methodological and educational implications are provided.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"56 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85650354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports on the creation of specialized word lists in traditional Chinese medicine (TCM), which is a discipline using vocabulary across languages (i.e., Chinese and English) and involves learners with different L1 backgrounds. First, a TCM Word List of 2,778 specialized words was established from corpora of TCM textbooks and journal articles. Selection criteria included specialized meaning, keyness in a corpus of general written English compared to the TCM Corpora, and frequency. The resulting TCM list covered 36.65% of the TCM Corpora but had low coverage over corpora of general written English and medical English. The TCM Word List was then divided into three sub-lists based on frequency, and graded into three levels. Level 1 contains high-frequency lexical items in English (e.g., organ, coating); Level 2 contains items that are mid-, low-frequency, or beyond any frequency levels (e.g., pericarpium, metabolism); and Level 3 contains Chinese loan words (e.g., qi, yang). Last, there is an overlap of 309 word families between this list and an earlier TCM list by Hsu (2018), which excludes words from the 1st-3rd 1,000 word families in English. Suggestions for teachers and future research are provided.
{"title":"Specialized vocabulary across languages: The case of traditional Chinese medicine","authors":"Cailing Lu, Averil Coxhead","doi":"10.14746/ssllt.31677","DOIUrl":"https://doi.org/10.14746/ssllt.31677","url":null,"abstract":"This paper reports on the creation of specialized word lists in traditional Chinese medicine (TCM), which is a discipline using vocabulary across languages (i.e., Chinese and English) and involves learners with different L1 backgrounds. First, a TCM Word List of 2,778 specialized words was established from corpora of TCM textbooks and journal articles. Selection criteria included specialized meaning, keyness in a corpus of general written English compared to the TCM Corpora, and frequency. The resulting TCM list covered 36.65% of the TCM Corpora but had low coverage over corpora of general written English and medical English. The TCM Word List was then divided into three sub-lists based on frequency, and graded into three levels. Level 1 contains high-frequency lexical items in English (e.g., organ, coating); Level 2 contains items that are mid-, low-frequency, or beyond any frequency levels (e.g., pericarpium, metabolism); and Level 3 contains Chinese loan words (e.g., qi, yang). Last, there is an overlap of 309 word families between this list and an earlier TCM list by Hsu (2018), which excludes words from the 1st-3rd 1,000 word families in English. Suggestions for teachers and future research are provided.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"116 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74417864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Phuong Duong, Maribel Montero Perez, L. Nguyen, P. Desmet, E. Peters
The present study investigates the impact of meaningful input on L2 learners’ vocabulary use and their fluency in oral performance (immediate and repeat tasks), as well as whether the effects are mediated by learners’ prior vocabulary knowledge and working memory. Ninety university students learning English as a foreign language were randomly assigned to one of three groups: input (N = 29), input repetition (N = 32), and no-input (i.e., baseline group) (N = 29). The input group watched L2 videos prior to performing an immediate oral task, whereas the input repetition group watched the same videos not only before but also after the immediate oral task. The no-input group only performed the oral tasks without watching the videos. The three groups repeated the same oral task after two days. Results did not show a significant effect of task repetition, input, and input repetition on learners’ lexical use and fluency. However, the fluency and lexical complexity in learners’ L2 speech can be predicted by their receptive vocabulary knowledge and working memory capacity to some extent.
{"title":"The impact of input, input repetition, and task repetition on L2 lexical use and fluency in speaking","authors":"Phuong Duong, Maribel Montero Perez, L. Nguyen, P. Desmet, E. Peters","doi":"10.14746/ssllt.29727","DOIUrl":"https://doi.org/10.14746/ssllt.29727","url":null,"abstract":"The present study investigates the impact of meaningful input on L2 learners’ vocabulary use and their fluency in oral performance (immediate and repeat tasks), as well as whether the effects are mediated by learners’ prior vocabulary knowledge and working memory. Ninety university students learning English as a foreign language were randomly assigned to one of three groups: input (N = 29), input repetition (N = 32), and no-input (i.e., baseline group) (N = 29). The input group watched L2 videos prior to performing an immediate oral task, whereas the input repetition group watched the same videos not only before but also after the immediate oral task. The no-input group only performed the oral tasks without watching the videos. The three groups repeated the same oral task after two days. Results did not show a significant effect of task repetition, input, and input repetition on learners’ lexical use and fluency. However, the fluency and lexical complexity in learners’ L2 speech can be predicted by their receptive vocabulary knowledge and working memory capacity to some extent.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83091320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In a dynamic system, time-dependent links between affective factors can provide more information than the level of response within a single isolated system. In the present study, influenced by the positive psychology movement and the complex dynamic systems theory in the domain of second language acquisition, first, we dealt with change in terms of short-term dynamics and long-term trajectories of foreign language enjoyment (FLE), foreign language boredom (FLB), and foreign language playfulness (FLP) in a sample of 636 learners of English as a foreign language (EFL) using univariant latent change score (LCS) models. Then, we explored the developmental processes involved in how changes in FLE and FLP were associated with changes in FLB. In particular, we tested mediation models to see whether the growth of FLP acts as a mediator between FLE and FLB changes in a multivariant LCS mediation (LCSM) model. The findings showed that (a) in a multivariant LCS model, FLE and FLP increases independently predicted decreases in FLB over time and (b) the growth of FLP acted as a mediator between variation in FLE and FLB. Participants showed interindividual and intraindividual divergences in their L2 emotions, not just on the first time of measurement, but also in short-term dynamics and long-term trajectories. The findings facilitate understanding of the complicated mechanism of variation in L2 emotions, thus potentially contributing to enhancement of pedagogical practices and learning outcomes.
{"title":"When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation model","authors":"Mariusz Kruk, M. Pawlak, Tahereh Taherian, Erkan Yüce, Majid Elahi Shirvan, Elyas Barabadi","doi":"10.14746/ssllt.37174","DOIUrl":"https://doi.org/10.14746/ssllt.37174","url":null,"abstract":"In a dynamic system, time-dependent links between affective factors can provide more information than the level of response within a single isolated system. In the present study, influenced by the positive psychology movement and the complex dynamic systems theory in the domain of second language acquisition, first, we dealt with change in terms of short-term dynamics and long-term trajectories of foreign language enjoyment (FLE), foreign language boredom (FLB), and foreign language playfulness (FLP) in a sample of 636 learners of English as a foreign language (EFL) using univariant latent change score (LCS) models. Then, we explored the developmental processes involved in how changes in FLE and FLP were associated with changes in FLB. In particular, we tested mediation models to see whether the growth of FLP acts as a mediator between FLE and FLB changes in a multivariant LCS mediation (LCSM) model. The findings showed that (a) in a multivariant LCS model, FLE and FLP increases independently predicted decreases in FLB over time and (b) the growth of FLP acted as a mediator between variation in FLE and FLB. Participants showed interindividual and intraindividual divergences in their L2 emotions, not just on the first time of measurement, but also in short-term dynamics and long-term trajectories. The findings facilitate understanding of the complicated mechanism of variation in L2 emotions, thus potentially contributing to enhancement of pedagogical practices and learning outcomes.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"216 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75593716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As a researcher in multilingualism and multilinguality, I always await any new publications by Larissa Aronin. They not only add to our understanding and knowledge of this fascinating field, but also inspire us to look into the various dimensions not yet explored by other researchers. A truly imaginative and inspiring mind, hers has been a significant contribution to models of multiple language acquisition, the theory of affordances (Singleton & Aronin, 2007), and the material culture of multilingualism, not to forget – what I consider to be her biggest and most fascinating area of research – dominant language constellations (Aronin & Vetter, 2021; Lo Bianco & Aronin, 2020,) and also, fairly recently and still at the developmental stage, the philosophy of multilingualism (Aronin & Politis, 2015).
{"title":"Review of An advanced guide to multilingualism by Larissa Aronin","authors":"D. Gabryś-Barker","doi":"10.14746/ssllt.35760","DOIUrl":"https://doi.org/10.14746/ssllt.35760","url":null,"abstract":"As a researcher in multilingualism and multilinguality, I always await any new publications by Larissa Aronin. They not only add to our understanding and knowledge of this fascinating field, but also inspire us to look into the various dimensions not yet explored by other researchers. A truly imaginative and inspiring mind, hers has been a significant contribution to models of multiple language acquisition, the theory of affordances (Singleton & Aronin, 2007), and the material culture of multilingualism, not to forget – what I consider to be her biggest and most fascinating area of research – dominant language constellations (Aronin & Vetter, 2021; Lo Bianco & Aronin, 2020,) and also, fairly recently and still at the developmental stage, the philosophy of multilingualism (Aronin & Politis, 2015).","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"7 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72706461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study seeks to determine whether superior musical hearing is correlated with successful production of second language (L2) intonation patterns. Fifty Polish speakers of English at the university level were recorded before and after an extensive two-semester accent training course in English. Participants were asked to read aloud a series of short dialogues containing different intonation patterns, complete two musical hearing tests measuring tone deafness and melody discrimination, and a survey regarding musical experience. We visually analyzed and assessed participants’ intonation by comparing their F0 contours with the model provided by their accent training teachers following ToBI (Tones and Break Indices) guidelines and compared the results with the musical hearing test scores and the survey responses. The results suggest that more accurate pitch perception can be related to more correct production of L2 intonation patterns as participants with superior musical ear produced more native-like speech contours after training, similar to those of their teachers. After dividing participants into four categories based on their musical hearing test scores and musical experience, we also observed that some students with better musical hearing test scores were able to produce more correct L2 intonation patterns. However, students with poor musical hearing test scores and no musical background also improved, suggesting that the acquisition of L2 intonation in a formal classroom setting can be successful regardless of one’s musical hearing skills.
本研究旨在确定卓越的音乐听力是否与第二语言(L2)语调模式的成功产生相关。在进行了为期两个学期的英语口音培训课程前后，对50名大学水平的波兰英语使用者进行了记录。参与者被要求大声朗读一系列包含不同语调模式的简短对话，完成两项音乐听力测试，测量音调失聪和旋律辨别，以及一项关于音乐体验的调查。我们将参与者的F0轮廓线与他们的口音培训老师根据ToBI (Tones and Break Indices)指南提供的模型进行比较，并将结果与音乐听力测试分数和调查结果进行比较，从而直观地分析和评估参与者的语调。结果表明，更准确的音高感知可能与更正确地产生第二语言语调模式有关，因为具有优越音乐听力的参与者在训练后产生了更多与母语相似的语音轮廓，类似于他们的老师。在根据参与者的音乐听力测试分数和音乐经验将他们分为四类之后，我们还观察到一些音乐听力测试分数较高的学生能够产生更正确的第二语言语调模式。然而，音乐听力测试成绩差且没有音乐背景的学生也有提高，这表明在正式的课堂环境中习得第二语言语调是可以成功的，而不管一个人的音乐听力技能如何。
{"title":"Musical hearing and the acquisition of foreign-language intonation","authors":"Mateusz Jekiel, Kamil Malarski","doi":"10.14746/ssllt.23166","DOIUrl":"https://doi.org/10.14746/ssllt.23166","url":null,"abstract":"The present study seeks to determine whether superior musical hearing is correlated with successful production of second language (L2) intonation patterns. Fifty Polish speakers of English at the university level were recorded before and after an extensive two-semester accent training course in English. Participants were asked to read aloud a series of short dialogues containing different intonation patterns, complete two musical hearing tests measuring tone deafness and melody discrimination, and a survey regarding musical experience. We visually analyzed and assessed participants’ intonation by comparing their F0 contours with the model provided by their accent training teachers following ToBI (Tones and Break Indices) guidelines and compared the results with the musical hearing test scores and the survey responses. The results suggest that more accurate pitch perception can be related to more correct production of L2 intonation patterns as participants with superior musical ear produced more native-like speech contours after training, similar to those of their teachers. After dividing participants into four categories based on their musical hearing test scores and musical experience, we also observed that some students with better musical hearing test scores were able to produce more correct L2 intonation patterns. However, students with poor musical hearing test scores and no musical background also improved, suggesting that the acquisition of L2 intonation in a formal classroom setting can be successful regardless of one’s musical hearing skills.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"140 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76604651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is a review of Richard Sparks' latest position, Exploring L1-L2 relationships. The impact of individual differences, which summarizes 30 years of his research in the field of SLA. The author is the originator of the Linguistic Coding Deficit Hypothesis (LCDH), later modified to the Linguistic Coding Differences Hypothesis, which is one of the most cited theories in the context of research into foreign language aptitude. The volume contains 7 chapters representing different strands of research.
{"title":"Review of Exploring L1-L2 relationships: The impact of individual differences by Richard Sparks","authors":"A. Biedroń","doi":"10.14746/ssllt.36132","DOIUrl":"https://doi.org/10.14746/ssllt.36132","url":null,"abstract":"This paper is a review of Richard Sparks' latest position, Exploring L1-L2 relationships. The impact of individual differences, which summarizes 30 years of his research in the field of SLA. The author is the originator of the Linguistic Coding Deficit Hypothesis (LCDH), later modified to the Linguistic Coding Differences Hypothesis, which is one of the most cited theories in the context of research into foreign language aptitude. The volume contains 7 chapters representing different strands of research.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"35 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72941756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drawing on the rhetorical/relational goal theory, this study examined the role of instructor clarity and non-verbal immediacy in affective learning through the mediation of instructor understanding. Data were gathered through close-ended questionnaires from 756 Chinese and 715 Iranian English as a foreign language (EFL) students, the factor structure and cross-cultural validity of which were supported via confirmatory factor analysis and testing measurement invariance, respectively. Path analysis results indicated that clarity and non-verbal immediacy positively predicted instructor understanding and affective learning; instructor understanding positively predicted affective learning; and understanding was a significant positive mediator in the relationship of non-verbal immediacy and clarity with affective learning. Except for the positive association of non-verbal immediacy with understanding which was significantly higher for the Iranian group, no significant difference was found between the Chinese and Iranian groups in all other associations, providing empirical support for the role of EFL teachers’ positive interpersonal communication behaviors in EFL students’ affective learning, irrespective of the cultural context.
{"title":"The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students’ affective learning: The mediating role of instructor understanding","authors":"Ali Derakhshan, L. Zhang, K. Zhaleh","doi":"10.14746/ssllt.31733","DOIUrl":"https://doi.org/10.14746/ssllt.31733","url":null,"abstract":"Drawing on the rhetorical/relational goal theory, this study examined the role of instructor clarity and non-verbal immediacy in affective learning through the mediation of instructor understanding. Data were gathered through close-ended questionnaires from 756 Chinese and 715 Iranian English as a foreign language (EFL) students, the factor structure and cross-cultural validity of which were supported via confirmatory factor analysis and testing measurement invariance, respectively. Path analysis results indicated that clarity and non-verbal immediacy positively predicted instructor understanding and affective learning; instructor understanding positively predicted affective learning; and understanding was a significant positive mediator in the relationship of non-verbal immediacy and clarity with affective learning. Except for the positive association of non-verbal immediacy with understanding which was significantly higher for the Iranian group, no significant difference was found between the Chinese and Iranian groups in all other associations, providing empirical support for the role of EFL teachers’ positive interpersonal communication behaviors in EFL students’ affective learning, irrespective of the cultural context.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"19 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86540027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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