International Journal of Applied Linguistics最新文献

This thematic issue, “Considering Emotions as Entanglements in Applied Linguistics,” explores the complex, relational, and sociocultural dimensions of emotions in language teaching and learning. Moving beyond individualistic and psychodynamic perspectives, the issue proposes a framework of “emotions as entanglements,” highlighting how emotions intersect with spatial and temporal dynamics, ideologies, power structures, and social identities (e.g., race/ethnicity and gender) in educational contexts. Adopting the framework of “emotions as entanglements,” the contributions in this special issue draw on various methodologies to examine how emotions are collectively experienced in entanglement with a sense of belonging, translingual practices, racialized geopolitics, ideological tensions in academia, agency, and power dynamics. By analyzing entangled emotional experiences across diverse geographical contexts, the issue also sheds light on the transformative potential of emotions in fostering solidarity, agency, and resistance. The papers together emphasize that emotions are central to understanding power dynamics, promoting inclusive pedagogies, and addressing inequities in language education. This collection calls for a more nuanced approach to emotions in applied linguistics, urging educators and researchers to consider emotions from the perspective of entanglement.

Teachers are expected to maintain positive well-being and strong teacher grit, along with appropriate use of self-regulation strategies to enhance their teaching effectiveness and promote professional development. However, there is insufficient inquiry into the contribution of well-being and grit to teachers' metacognitive self-regulation (MSR) in foreign language teaching. Informed by the EMPATHICS model, this study investigated the interplay between well-being, grit (i.e., perseverance of effort and consistency of interest), and MSR (i.e., goal setting, self-evaluation, and self-monitoring) of 242 tertiary-level in-service foreign language (L2) teachers in China. The partial least squares structural equation modeling (PLS-SEM) confirmed the direct influence of well-being and grit on L2 teachers' MSR, as well as the mediating role of grit in the relationship between well-being and MSR. Specifically, the results showed that well-being not only directly influenced L2 teachers' use of MSR strategies but also served as a psychological base, indirectly contributing to MSR through the mediation of grit. Additionally, in comparison to consistency of interest, perseverance of effort generated a stronger predictive effect on L2 teachers' MSR and served as a stronger mediator between well-being and MSR.

English language teachers taking on the dual role of textbook writers have gained prominence recently due to their insights into students and practical teaching context, which enhances the curriculum relevance of English as a foreign/second language (EFL/ESL) textbooks. However, this professional shift introduces distinctive professional and emotional challenges that significantly influence the formation of their professional identities—an area that remains underexplored in current literature. To address this gap, this study, drawing on Fredrickson's broaden-and-build theory, explores the dynamics between the emotional experiences and identity development of EFL textbook writers. Data were collected from life stories, textbook drafts, and observations of textbook development activities. Data analyses revealed similarities and differences in teacher identities across school-based and university-based participants. Participants navigated a spectrum of emotions, including self-doubt, frustration, pride, and fulfillment, deeply intertwined with their evolving identities. These emotional experiences fostered an upward spiral of emotional resilience and identity growth. These findings provide novel insights into how emotions shape the identities of EFL teachers engaging in textbook writing and impact the quality of the material they produce. It also offers implications for textbook writers and EFL/ESL teachers involved in textbook development.

The role of classroom climate and atmosphere in second/foreign language (L2) teaching has been highlighted in recent studies. However, the contribution of positive classroom climate (PCC) to teacher emotions and practices has been overlooked. To fill this gap, the present qualitative study examined the perceptions of 21 Chinese EFL (English as a foreign language) teachers about the role of PCC in their professional vitality and creativity in L2 teaching. The results of interview data analysis demonstrated that PCC could contribute to both constructs of professional vitality and creativity in different ways. It led to professional vitality by “generating positive emotions/outcomes,” “fostering professional growth,” “improving teaching quality/effectiveness,” “fostering teacher–student rapport,” and “reducing negative emotions.” Furthermore, teacher creativity was fostered by “inspiring confidence to be innovative,” “fostering independent thinking ability,” “creating a safe space for seeking novelty,” “promoting flexibility and adaptability,” and “encouraging knowledge update.” The findings are explained, and implications are listed for researching and considering teacher emotionality in positive L2 education settings.

An increasing amount of language learning is occurring outside the traditional classroom settings, with digital gaming emerging as a prominent arena. This study presents a case analysis of an individual, Choi, who is a gaming enthusiast or even an “in-denial gaming addict” (in his own words) and demonstrates a paradoxical academic profile: academically underperforming yet possessing an advanced level of English proficiency. Through reflective essays and five rounds of interviews, the study explored Choi's engagement with digital games in relation to vocabulary acquisition. The paper provides a deep insight into the critical events that shape the cognitive, behavioral, and affective dimensions of Choi's language learning engagement in gaming. The paper ends with practical suggestions for those who are interested in leveraging the potential of games in incidental vocabulary acquisition.

This study explores the predictive effects of motivational beliefs related to self-competence and the values of language learning on the engagement of multilingual students in the translation classroom. This study represents a pioneering effort to integrate two established motivation theories, which contain conceptually similar variables but different propositions: the situated expectancy-value theory (SEVT) and the control-value theory of achievement emotions (CVT). A prospective study design was employed to collect data from a group of multilingual students in a translation course, with a two-month interval between the measurement of predictor variables (i.e., expectancy for success and task values) and the dependent variable (i.e., students’ classroom engagement). Results from structural equation modeling favor the propositions of the SEVT model over the CVT model. The study showed that expectancy and anxiety significantly predicted engagement and its three sub-components, whereas interest value did not significantly impact engagement or its sub-components. In contrast, attainment value significantly predicted engagement and its emotional sub-component. This study provides refined insights into the distinct effects of motivation beliefs on the classroom engagement of multilinguals who traverse across languages on a regular basis. Implications for research and instructional practices are considered.

Although directed motivational currents (DMCs) are typically associated with unusually high motivation and positive affect in the process of developing competence in an additional language (L+), recent research suggests that DMCs also involve negative emotional consequences that might pose risks to learners’ well-being. In order to address the lack of focused research on the dynamics of well-being within DMCs, this study utilized an exploratory, mixed-method design to investigate the well-being experiences of four L+ learners with active DMCs. The participants’ well-being trajectories were tracked over a 6-week period using graphs, revealing substantial variability and only short periods of stability. Data from weekly in-depth, semi-structured interviews were subjected to thematic analysis to identify the underlying causes of these shifts. The findings showed that increases and declines in the participants’ well-being were linked to a range of factors such as access to meaningful feedback, the quality of social relationships, and the adequacy of one's DMC facilitative framework. Based on the findings, we suggest strategies to help learners sustain their well-being during DMCs such as providing guidance on realistic goal-setting, tailoring study routines to the individual needs, managing negative emotions, and balancing DMC-related activities with other personally significant commitments.

Growth mindset and academic perseverance (i.e., conscientiousness and grit) are well-established predictors of academic performance. Nevertheless, a paucity of research delves into the combined effects of these variables in predicting English as a foreign language learners’ foreign language performance (FLP). This study, therefore, aims to elucidate the predictive effects of a growth language mindset on FLP with a particular emphasis on exploring the mediating mechanisms of language-specific conscientiousness and L2 grit. Data were collected from a sample of 209 middle school students in Southwestern China, who completed questionnaires and an English test. The findings derived from the structural equation modeling unveiled that growth language mindset exhibited positive and significant direct as well as indirect predictive effects on FLP. In addition, L2 grit and language-specific conscientiousness were found to partially co-mediate the link between growth language mindset and FLP. Importantly, the study extends existing literature by emphasizing that academic perseverance, namely, L2 grit and language-specific conscientiousness, are malleable behaviors shaped by a growth language mindset within the specific contexts of language learning, rather than being fixed personality traits. Pedagogical implications and suggestions for future research were then provided.