Despite the fact that interpreting has long existed in history and predates translation, interpreter training as an autonomous discipline is non-existent at the graduate level in Iran. The paramount focus of this study was to probe into the status quo of interpreting courses in Iranian academia and subsequently delve into the possible expediencies to establishing such a discipline in higher education. To this end, 15 professional interpreters (9 from Iran and 6 from other countries), 10 interpreter trainers (4 from Iran and 6 from other countries), and 118 English Translation Studies students (32 M.A. and 86 B.A.) who were selected through convenience sampling participated in this study. The students filled out a 20-item researchers-designed Likert-scale interpreting status quo questionnaire and the interpreter trainers and interpreters were invited for a formal semi-structured interview. Findings, analyzed quantitatively by SPSS software version 28 and qualitatively by inductive codification process, revealed the existing situation of the interpreting courses in the Iranian academia in terms of needs analysis, objectives and syllabus, methodology, materials as well as course contents and ensured the significance of establishing interpreter training as an independent discipline in the higher education among all stakeholders, i.e. interpreters, interpreter trainers (teachers) and interpreter trainees (students) for a number of expediencies including non-existence of this discipline in Iran, the need for academization, its multidisciplinary nature, dearth of specialization, addressing stakeholders and researchability, generating pertinent activities, glocal reputation,
{"title":"Establishing Interpreter Training Discipline in the Iranian Higher Education","authors":"N. Janani, A. Ameri, G. Abbasian","doi":"10.52547/lrr.13.5.16","DOIUrl":"https://doi.org/10.52547/lrr.13.5.16","url":null,"abstract":"Despite the fact that interpreting has long existed in history and predates translation, interpreter training as an autonomous discipline is non-existent at the graduate level in Iran. The paramount focus of this study was to probe into the status quo of interpreting courses in Iranian academia and subsequently delve into the possible expediencies to establishing such a discipline in higher education. To this end, 15 professional interpreters (9 from Iran and 6 from other countries), 10 interpreter trainers (4 from Iran and 6 from other countries), and 118 English Translation Studies students (32 M.A. and 86 B.A.) who were selected through convenience sampling participated in this study. The students filled out a 20-item researchers-designed Likert-scale interpreting status quo questionnaire and the interpreter trainers and interpreters were invited for a formal semi-structured interview. Findings, analyzed quantitatively by SPSS software version 28 and qualitatively by inductive codification process, revealed the existing situation of the interpreting courses in the Iranian academia in terms of needs analysis, objectives and syllabus, methodology, materials as well as course contents and ensured the significance of establishing interpreter training as an independent discipline in the higher education among all stakeholders, i.e. interpreters, interpreter trainers (teachers) and interpreter trainees (students) for a number of expediencies including non-existence of this discipline in Iran, the need for academization, its multidisciplinary nature, dearth of specialization, addressing stakeholders and researchability, generating pertinent activities, glocal reputation,","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85617196","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}
Positive emotions are regarded as vital constructs in L2 learning. With the advent of positive psychology in SLA, the link between L2 grit and Foreign Language Enjoyment (FLE), as an achievement emotion, has drawn the attention of numerous scholars. However, despite these investigations, what remains is to see to what extent this link can be accounted for by the control and value appraisals of classroom activities and tasks. In other words, what is the matter of debate is how L2 learners’ perseverance and consistency of interest during the performance of language tasks and activities can predict their enjoyment when they are in control of, or out of control of these activities and tasks. Given this gap, this conceptual study attempts to argue the need for the investigation of L2 grit and FLE in light of control-value theory (CVT) and its methodological orientation. These arguments can pave the way for future research on this link via the CVT framework and provide pedagogical and methodological implications for investigators, learners, teachers, teacher educators, educational policy-makers, and advisors to raise their awareness of how the proximal determinants of enjoyment in learning a foreign language can be realized in terms of their perseverance of effort and consistency of interest in achievement activities.
{"title":"L2 Grit and Foreign Language Enjoyment: Arguments in Light of Control-Value Theory and Its Methodological Compatibility","authors":"Ziwen Pan","doi":"10.52547/lrr.13.5.13","DOIUrl":"https://doi.org/10.52547/lrr.13.5.13","url":null,"abstract":"Positive emotions are regarded as vital constructs in L2 learning. With the advent of positive psychology in SLA, the link between L2 grit and Foreign Language Enjoyment (FLE), as an achievement emotion, has drawn the attention of numerous scholars. However, despite these investigations, what remains is to see to what extent this link can be accounted for by the control and value appraisals of classroom activities and tasks. In other words, what is the matter of debate is how L2 learners’ perseverance and consistency of interest during the performance of language tasks and activities can predict their enjoyment when they are in control of, or out of control of these activities and tasks. Given this gap, this conceptual study attempts to argue the need for the investigation of L2 grit and FLE in light of control-value theory (CVT) and its methodological orientation. These arguments can pave the way for future research on this link via the CVT framework and provide pedagogical and methodological implications for investigators, learners, teachers, teacher educators, educational policy-makers, and advisors to raise their awareness of how the proximal determinants of enjoyment in learning a foreign language can be realized in terms of their perseverance of effort and consistency of interest in achievement activities.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"193 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73536222","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}
Technology has become a quintessential component of educational practice over the past years. Research in this area has shown that the integration of various technologies positively contributed to language education and facilitated learning different language skills. Despite the extensive application of computer assisted language learning for adults, little research has examined Young Language Learners’ (YLL) language development through technology. In this regard, the current study investigated the impact of using a mobile technology on YLLs’ (age range: 6 to 8) vocabulary development. Seventy-one learners participated in the study who were divided into a control (N = 32) and an experimental (N = 39) groups. Data were collected using a vocabulary test in three rounds of pre-test, post-test, and delayed post-test. The collected data in terms of vocabulary test scores were analyzed using mixed between-within subjects analysis of variance. The results revealed that the experimental group who used mobile devices for vocabulary learning outperformed the control group in the posttest and gained significant improvements in the delayed posttest. The study provides implications for various educational stakeholders including teachers, learners, and material developers to exploit the affordances of technology in effectively contributing to YLLs’ vocabulary development.
{"title":"Using Mobile Applications for Teaching English Vocabulary to Young Language Learners (YLLs): Investigating the Short- and Long-term Impacts","authors":"M. Zakian","doi":"10.52547/lrr.13.5.20","DOIUrl":"https://doi.org/10.52547/lrr.13.5.20","url":null,"abstract":"Technology has become a quintessential component of educational practice over the past years. Research in this area has shown that the integration of various technologies positively contributed to language education and facilitated learning different language skills. Despite the extensive application of computer assisted language learning for adults, little research has examined Young Language Learners’ (YLL) language development through technology. In this regard, the current study investigated the impact of using a mobile technology on YLLs’ (age range: 6 to 8) vocabulary development. Seventy-one learners participated in the study who were divided into a control (N = 32) and an experimental (N = 39) groups. Data were collected using a vocabulary test in three rounds of pre-test, post-test, and delayed post-test. The collected data in terms of vocabulary test scores were analyzed using mixed between-within subjects analysis of variance. The results revealed that the experimental group who used mobile devices for vocabulary learning outperformed the control group in the posttest and gained significant improvements in the delayed posttest. The study provides implications for various educational stakeholders including teachers, learners, and material developers to exploit the affordances of technology in effectively contributing to YLLs’ vocabulary development.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79276822","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 research generally aimed to gain a better understanding of the stop voicing contrast in Khuzestani Arabic (KhA) by focusing on VOT and vowel onset f0. The potential effects of voicing status, place of articulation, vocalic context, and gender on the word-initial VOT and f0 measurements were investigated. 15 females and 15 males were asked to repeat 31 authentic words three times out of context with no marked intonation pattern. The results showed significant differences between VOT and f0 values as a function of voicing status, among others. In addition word-initially, the statistical analysis indicated significant place-dependent and vocalic-related VOT variations in the context of VOICELESS stops, whereas for f0 the effects of gender, place of articulation, and vocalic context were significant both at the VOICED and VOICELESS levels. Word-initially, in KhA /b, d, ɡ/ are produced with voicing lead, while their VOICELESS counterparts /p, t, k/ have long lag, and the two stops with no VOICED cognate /tˁ, q/ make use of short lag. Overall, KhA exhibits a two-way laryngeal contrast system, and similar to Swedish the two opposite ends of VOT continuum are utilized. Logistic regression models were executed separately for both genders to predict the levels of voicing status and emphaticness. The results revealed that in voicing contrast more weight was given to VOT compared to f0. Lastly, Pearson’s correlation showed a significantly positive linear relationship between the two acoustic parameters in marking the voicing feature of VOICELESS plosives.
{"title":"Word-initial Voicing Contrast in Khuzestani Arabic Stops","authors":"Nawal Bahrani","doi":"10.52547/lrr.13.5.18","DOIUrl":"https://doi.org/10.52547/lrr.13.5.18","url":null,"abstract":"This research generally aimed to gain a better understanding of the stop voicing contrast in Khuzestani Arabic (KhA) by focusing on VOT and vowel onset f0. The potential effects of voicing status, place of articulation, vocalic context, and gender on the word-initial VOT and f0 measurements were investigated. 15 females and 15 males were asked to repeat 31 authentic words three times out of context with no marked intonation pattern. The results showed significant differences between VOT and f0 values as a function of voicing status, among others. In addition word-initially, the statistical analysis indicated significant place-dependent and vocalic-related VOT variations in the context of VOICELESS stops, whereas for f0 the effects of gender, place of articulation, and vocalic context were significant both at the VOICED and VOICELESS levels. Word-initially, in KhA /b, d, ɡ/ are produced with voicing lead, while their VOICELESS counterparts /p, t, k/ have long lag, and the two stops with no VOICED cognate /tˁ, q/ make use of short lag. Overall, KhA exhibits a two-way laryngeal contrast system, and similar to Swedish the two opposite ends of VOT continuum are utilized. Logistic regression models were executed separately for both genders to predict the levels of voicing status and emphaticness. The results revealed that in voicing contrast more weight was given to VOT compared to f0. Lastly, Pearson’s correlation showed a significantly positive linear relationship between the two acoustic parameters in marking the voicing feature of VOICELESS plosives.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"118 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72375983","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}
With the rise of positive psychology (PP) and its emphasis on the affordances of positive emotions to second/foreign language teaching and learning, numerous studies have been conducted on different PP constructs all over the world. Nonetheless, the status of researching this school of psychology in L2 education is still imprecise. To fill this gap, the present state-of-the-art paper intends to flesh out the conceptualizations, premises, versatilities, emerging theories and methods, and research trends in PP and second language acquisition (SLA). Moreover, it elaborates on the seven PP factors, including optimism, immediacy, connectedness, commitment, academic buoyancy, immunity, and mindfulness. Such sample variables have also been supported by scientific evidence from different contexts. Additionally, some potential implications are drawn for stakeholders to enlighten the process and quality of L2 education. Finally, the study suggests some avenues for future studies to expand the scope of PP and SLA research and practice.
{"title":"Revisiting Research on Positive Psychology in Second and Foreign Language Education: Trends and Directions","authors":"Ali Derakhshan","doi":"10.52547/lrr.13.5.2","DOIUrl":"https://doi.org/10.52547/lrr.13.5.2","url":null,"abstract":"With the rise of positive psychology (PP) and its emphasis on the affordances of positive emotions to second/foreign language teaching and learning, numerous studies have been conducted on different PP constructs all over the world. Nonetheless, the status of researching this school of psychology in L2 education is still imprecise. To fill this gap, the present state-of-the-art paper intends to flesh out the conceptualizations, premises, versatilities, emerging theories and methods, and research trends in PP and second language acquisition (SLA). Moreover, it elaborates on the seven PP factors, including optimism, immediacy, connectedness, commitment, academic buoyancy, immunity, and mindfulness. Such sample variables have also been supported by scientific evidence from different contexts. Additionally, some potential implications are drawn for stakeholders to enlighten the process and quality of L2 education. Finally, the study suggests some avenues for future studies to expand the scope of PP and SLA research and practice.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73704915","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 offers a re-reading of Ken Kesey‘s oeuvre, One Flew over the Cuckoo’s Nest , employing Deleuze and Guattari‘s semiotics of Face and their concept of regime of signs; it tries to map the workings of Face as an impersonal despotic system that emerges from the mixture of two regimes of signs that facilitates surveillance, discrimination and control. It also pinpoints the potentiality and activities of escape from this system, and the emergence of signs of disruptive faciality. Analyzing the facial activities of three characters in the novel, namely, Nurse Ratched, Chief Bromden and Randel McMurphy, the study elaborates on the following facial aspects: the State‘s policies of facialization in Nurse Ratched; the schizoid experience of faciality in Chief Bromden and the suspense of the face system in McMurphy. Besides the produced mappings, the reader also meets a set of newly conceptualized functionalities of faces, contributed by the particular signs this context provides, namely, the catatonic face, the synaptic face and the carnivalesque faces.
{"title":"Faciality and De-facialization in Ken Kesey’s One Flew over the Cuckoo’s Nest: A Deleuze and Guattari’s Semiotic Study","authors":"Nabiolah Khodajou Masouleh, B. Barekat","doi":"10.52547/lrr.13.5.12","DOIUrl":"https://doi.org/10.52547/lrr.13.5.12","url":null,"abstract":"This study offers a re-reading of Ken Kesey‘s oeuvre, One Flew over the Cuckoo’s Nest , employing Deleuze and Guattari‘s semiotics of Face and their concept of regime of signs; it tries to map the workings of Face as an impersonal despotic system that emerges from the mixture of two regimes of signs that facilitates surveillance, discrimination and control. It also pinpoints the potentiality and activities of escape from this system, and the emergence of signs of disruptive faciality. Analyzing the facial activities of three characters in the novel, namely, Nurse Ratched, Chief Bromden and Randel McMurphy, the study elaborates on the following facial aspects: the State‘s policies of facialization in Nurse Ratched; the schizoid experience of faciality in Chief Bromden and the suspense of the face system in McMurphy. Besides the produced mappings, the reader also meets a set of newly conceptualized functionalities of faces, contributed by the particular signs this context provides, namely, the catatonic face, the synaptic face and the carnivalesque faces.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85430501","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 paper deals with the topic of visually based L2 acquisition in higher education and evaluates the impact of the use of visual images based on Kolb´s theory of experiential learning. It evaluates its impact on the students´ risk-taking, motivation and anxiety. The research was conducted at the English Department of the University of Diyala, Iraq. The total number of participants was forty ( n = 40) and they all were first-year students at English Department. The research was conducted by using guided interviews through the Google Meet platform. The main idea of the research was to evaluate how much will experiential learning, via the reading pictures technique, influence college students’ risk-taking, motivation, and anxiety. The research results show that students’ motivation and risk-taking were affected positively by using pictures. It further shows that the classroom anxiety of the students was less affected than the other two variables.
{"title":"A Qualitative Evaluation of the Impact of Online Visually-Based L2 Acquisition on College Students’ Risk-Taking, Motivation, and Anxiety","authors":"Liqaa Habeb Al-Obaydi, M. Pikhart","doi":"10.52547/lrr.13.5.11","DOIUrl":"https://doi.org/10.52547/lrr.13.5.11","url":null,"abstract":"The paper deals with the topic of visually based L2 acquisition in higher education and evaluates the impact of the use of visual images based on Kolb´s theory of experiential learning. It evaluates its impact on the students´ risk-taking, motivation and anxiety. The research was conducted at the English Department of the University of Diyala, Iraq. The total number of participants was forty ( n = 40) and they all were first-year students at English Department. The research was conducted by using guided interviews through the Google Meet platform. The main idea of the research was to evaluate how much will experiential learning, via the reading pictures technique, influence college students’ risk-taking, motivation, and anxiety. The research results show that students’ motivation and risk-taking were affected positively by using pictures. It further shows that the classroom anxiety of the students was less affected than the other two variables.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84336712","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}
Elaheh Shirafkan, Amir Marzban, Shaban Najafi Karimi
In today’s world of education, a successful teacher can be assumed to be the one who benefits from Task-Based Language Teaching (TBLT), which demands consideration of teachers’ beliefs about tasks. The present paper takes into account developing a questionnaire regarding teachers’ beliefs about tasks. To this end, 300 English as a Foreign Language (EFL) teachers from Mazandaran province participated in the study. The raw items for the questionnaire were collected by randomly interviewing
{"title":"Developing and Validating a Questionnaire on EFL Teachers’ Beliefs about Task-based Language Teaching (TBLT)","authors":"Elaheh Shirafkan, Amir Marzban, Shaban Najafi Karimi","doi":"10.52547/lrr.13.5.14","DOIUrl":"https://doi.org/10.52547/lrr.13.5.14","url":null,"abstract":"In today’s world of education, a successful teacher can be assumed to be the one who benefits from Task-Based Language Teaching (TBLT), which demands consideration of teachers’ beliefs about tasks. The present paper takes into account developing a questionnaire regarding teachers’ beliefs about tasks. To this end, 300 English as a Foreign Language (EFL) teachers from Mazandaran province participated in the study. The raw items for the questionnaire were collected by randomly interviewing","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"29 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72486283","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}
Syntactic complexity has received much attention in English for academic purposes (EAP) research. However, it remains an ignored area of EAP research in the Philippines. This study cross-examined syntactic complexity in research articles (RAs) authored by Filipino researchers (FRs) in Communication, Curriculum and Instruction, and Psychology. Major findings revealed that attributive adjectives, nominal prepositional phrases, and noun premodifiers most dominantly co-occurred across disciplinary RAs. A significant difference exists between the three nominal pre- and postmodifiers and other compressed and implicit and elaborated and explicit syntactic features. As such, Filipino-authored disciplinary RAs are characterized by a compressed and implicit discourse style. Therefore, L2 academic research writing by FRs regardless of the disciplines is syntactically complex with the use of the three compressed and implicit phrasal features. It is likewise filled with very dense packaging of information by the three nominal phrases. The study has practical implications for academic research writing instruction, academic research journals, and professional development training.
{"title":"How Syntactically Complex is L2 Academic Research Writing by Filipino Researchers across Disciplines?","authors":"H. Hernandez","doi":"10.52547/lrr.13.5.3","DOIUrl":"https://doi.org/10.52547/lrr.13.5.3","url":null,"abstract":"Syntactic complexity has received much attention in English for academic purposes (EAP) research. However, it remains an ignored area of EAP research in the Philippines. This study cross-examined syntactic complexity in research articles (RAs) authored by Filipino researchers (FRs) in Communication, Curriculum and Instruction, and Psychology. Major findings revealed that attributive adjectives, nominal prepositional phrases, and noun premodifiers most dominantly co-occurred across disciplinary RAs. A significant difference exists between the three nominal pre- and postmodifiers and other compressed and implicit and elaborated and explicit syntactic features. As such, Filipino-authored disciplinary RAs are characterized by a compressed and implicit discourse style. Therefore, L2 academic research writing by FRs regardless of the disciplines is syntactically complex with the use of the three compressed and implicit phrasal features. It is likewise filled with very dense packaging of information by the three nominal phrases. The study has practical implications for academic research writing instruction, academic research journals, and professional development training.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83988274","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}
Parastoo Alizadeh Oghyanous, M. Karimi, M. Hashemi
The present study examined the content and construct validity, and internal consistency of the Academic Emotion Regulation Questionnaire (AERQ) in the Iranian English as a Foreign Language (EFL) context. The original scale was translated and back-translated between English and Persian. The content validity ratio (CVR), and content validity index (CVI) were then measured by a panel of 14 expert judges. The internal consistency coefficients of the scale were estimated by piloting it with 60 Iranian EFL learners. The results of the Cronbach’s alpha showed a satisfactory level of reliability. The AERQ was then administered to 346 English language learners ( M age = 19.34, SD age = 4.951). To explore the factorial structure of the 37 items of the questionnaire, an Exploratory Factor Analysis (EFA) was conducted. In addition, Confirmatory Factor Analysis (CFA) was run to examine the convergent and discriminant validity of the AERQ’s measurement model. The results obtained from the modified measurement model showed an adequate fit of the data. In the modified version, two items (i.e., one item from suppression, and one from redirection of attention) were omitted due to low standardized loadings (< .50). The model fit indices also provided a reasonable model fit for the structural model. The internal consistency coefficients for the constructs were higher than the minimum value (α = .70). Implications and limitations of the study are discussed.
{"title":"Validation of the Persian Adaptation of Academic Emotion Regulation Questionnaire in the EFL Context","authors":"Parastoo Alizadeh Oghyanous, M. Karimi, M. Hashemi","doi":"10.52547/lrr.13.5.6","DOIUrl":"https://doi.org/10.52547/lrr.13.5.6","url":null,"abstract":"The present study examined the content and construct validity, and internal consistency of the Academic Emotion Regulation Questionnaire (AERQ) in the Iranian English as a Foreign Language (EFL) context. The original scale was translated and back-translated between English and Persian. The content validity ratio (CVR), and content validity index (CVI) were then measured by a panel of 14 expert judges. The internal consistency coefficients of the scale were estimated by piloting it with 60 Iranian EFL learners. The results of the Cronbach’s alpha showed a satisfactory level of reliability. The AERQ was then administered to 346 English language learners ( M age = 19.34, SD age = 4.951). To explore the factorial structure of the 37 items of the questionnaire, an Exploratory Factor Analysis (EFA) was conducted. In addition, Confirmatory Factor Analysis (CFA) was run to examine the convergent and discriminant validity of the AERQ’s measurement model. The results obtained from the modified measurement model showed an adequate fit of the data. In the modified version, two items (i.e., one item from suppression, and one from redirection of attention) were omitted due to low standardized loadings (< .50). The model fit indices also provided a reasonable model fit for the structural model. The internal consistency coefficients for the constructs were higher than the minimum value (α = .70). Implications and limitations of the study are discussed.","PeriodicalId":53465,"journal":{"name":"Language Related Research","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86369163","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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