Interplay of academic emotion regulation, academic mindfulness, L2 learning experience, academic motivation, and learner autonomy in intelligent computer-assisted language learning: A study of EFL learners

System, Journal Year: 2024, Volume and Issue: 125, P. 103419 - 103419

Published: July 30, 2024

Language: Английский

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Ideal L2 self and foreign language achievement: The mediating roles of L2 grit and foreign language enjoyment

Current Psychology, Journal Year: 2023, Volume and Issue: 43(12), P. 10606 - 10620

Published: Sept. 9, 2023

Language: Английский

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Global perspectives on heritage language education and emotion: Introduction to the special issue

Modern Language Journal, Journal Year: 2024, Volume and Issue: 108(S1), P. 3 - 13

Published: Jan. 1, 2024

Fear, anxiety, and uncertainty creep into the confidence learner has previously placed in their knowing is reflective of a very chaotic transitional period. Senses are overloaded with unfamiliar knowledges, thoughts, reflections that disrupt familiar comfortable sense being knowing, but once middle we must press on through to other side or be carried away by fear—the fear myths stereotypes have, until now, informed how have come know (Styres, 2019, p. 29). Recent decades seen exponential growth attention two research areas second language acquisition (SLA), which—until now—have continued along relatively separate independent paths. On one hand, scholars focused steadily increased interest better understanding relationships between learning emotions (e.g., Agudo, 2018; Dewaele & Li, 2020; Dörnyei et al., 2014; Simons Smits, 2020), which led an exciting evolution classroom initiatives footed affective dynamics emotional well-being SLA Helgesen, n.d.). At same time, field heritage education (HLE) also tremendous boost, dedicated who continue explore new theories teaching practices geared toward fostering successful healthy spaces for learners (HLLs). As these bodies work expand, educators spearhead pedagogies serve speakers, families, HLE stakeholders, absence exploring variables among this population becomes more apparent and, at times, problematic as whole. The term speaker (HS) often used refer individuals grew up exposed nonmajority home (i.e., language) socially dominant majority language. It includes community (Wiley, 2005) Indigenous (Fairclough Beaudrie, 2016). (HL) typically acquired household naturalistic interaction relatives, caretakers, familial network (Pascual y Cabo Rothman, 2012), leading HSs develop varying degrees bilingualism languages while maintaining strong cultural connection HL (Valdés, 2001). heart concept lie asymmetric power differentials characterizing social, political, educational ramifications, which, taken together, shape many experiences lived different contexts. Due convergence pressures, allusions aspect HS been present long time literature, explicit efforts understand them remained minimal Prada 2020). This special issue addresses gaps investigates complex interplay HLs approaching it from global perspective goes beyond Western and/or Global North conceptualizations terms. In doing so, collection articles takes large degree freedom its conceptualization counts HS, what constitutes HL, aspects brought focus. Additionally, employ methodological diversity hopes stimulating approaches study (and beyond) HLE. Capitalizing above, introductory article, lay out key theoretical cornerstones underpinning emotional–affective turn studies. To end, first providing brief snapshot emotion growing, yet largely disconnected, fields work. Various models within behavioral neurosciences (Barrett Satpute, 2017; Butler, LeBlanc 2015; Li Pessoa, 2018), well (Dewaele Gregersen Wang, highlight pedagogical implications processes. These forged pathways instruments MacIntyre, 2023), methodologies psychosocial movements Multilingual Learning Toolkit, 2023; Pishghadam 2013) solidly situating learning. Still, though growing number addressing gives ample opportunity investigate myriad contexts evaluate classrooms, literature insensitive learners’ sociolinguistic profiles. result, significant questions can posed regarding validity existing audience, classrooms countries main focal point agendas. A close inspection reveals overwhelming representation so-called (L2) foreign (FL) contexts, heritage, migrant, minoritized communities absent empirical addition, bases itself emotion, results narrow realm may not apply multilingual multicultural learners. Moreover, focus L2 FL fail recognize detected acknowledged traditional paradigms, otherwise translate assumptions similarity types. For example, linguistic insecurity appeared narrative HLL populations Coryell Clark, 2009; Tseng, 2021), studies intersection Driver, 2023). Therefore, larger situate experience SLA. short, broader received little attention, leaving minoritized—and racialized—forms multilingualism most agendas (Prada unaware ill prepared might arise Indeed, expanding patterns globalization, around world continues rise, attracted particular Even topic overlooked mentioned afterthought central investigative concerns. so even themes, such shame embarrassment, included accounts experiences. clear, much alluding does exist still assumes one-to-one parallel reactions settings. poses problems (a) conceptualizing (b) preparing guardians negative environments, (c) assessing whether beneficial effects thus-far-studied positive Within SLA, anxiety identified common there considerable practical interventions make use emotions, enjoyment, combat HSs, however, remains uninformed variety involved learning, generational trauma, successfully create effective environments speakers. Given HSs’ intimate intercultural, historical connections never emotionally neutral endeavor, consideration highly warranted. With foci social (Fischer Manstead, 2008) physiological (Caldwell-Harris 2011) terms like mood interchangeably only vaguely defined literature. cognitive science, conceptualized “short-lived, feeling-arousal-purposive-expressive phenomena help us adapt opportunities challenges face during important life events” (Reeve, 2009, 301). They are, nature, multidimensionally inseparable context. affect generally meaning, include moods, feelings, attitudes condition affect) behavior (Arnold, 1999). together now understood cognition Dewaele, 2010) components driving outcomes. Research footing Horwitz, 1986)—the dominated some 30 years—and motivation Dörnyei, 1994; Gardner Smythe, 1981), realms steady since 1980s developed side-by-side. Encouragingly, evolved far past address wider range guilt; Teimouri, 2018). fact, drive cope general, coupled enthusiasm promote stronger overall slowly surely promoted particularly last decade. trend, known psychology (MacIntyre 2016), inspired renewed vibrant dedication attitudes, enjoyment Resnik Schallmoser, 2019; Zheng Zhou, 2022), self-efficacy Goetze self-beliefs Kyo, 2021; Mercer, 2011), student teacher further extending scope history trajectory continuous exploration novel 2021b; unique perspectives Iida, 2012) increasingly broad stakeholders Martin, Sudina 2021). Promisingly, trends globalization critical themes push forward diverse perspectives, epistemologies, peace mind (外语平和心态, waiyu pinghe xintai; e.g., Zhou 2021) blossoming Eastern traditions recent development transformative (Mercer Gregersen, anchors justice well-being. specifically respect date. Around scholarly was getting under way, seeing earlier origins Cummins, 1983; Valdés, 1989). addition put defining Brutt-Griffler Makoni, 2005; Carreira, 2004; Van Deusen-Scholl, 2003) investigating characteristics grammar use, syntax, pronunciation; Ilieva, 2012; Yoneda, following saw came bring group policies politics affecting maintenance Bale, 2010; Burnley, Seals Shah, biliteracy 2006), multiculturalism, bilingual programs, needs HLLs ElHawari, While researchers were setting stakeholder colleagues taking pushing back against deficit views Leeman, 2018) challenging detrimental ideologies García, Prada, Just hitting robust awareness Mendoza, Leeman 2011; Ohara Machida, established Now, consider pursue issues, race, ethnicity, immigration, identity—all nature—in order foster encouraging generally, across Thus, opposite directions similar interests goals. Although few meaningful transdisciplinary Chew Napier, Tse, 1997). Family stigmas instill or, alternatively, Moroe, Sevinç, 2022). Pedagogical materials potential elicit array pride curiosity anger frustration 2021a), impact outcomes worse. Importantly, relationship should no means unidirectional. lead conflicting positive, negative, mixed simultaneously family relationships, academic school spaces. multidimensional experiences, appreciate culture, context, What play role HLE? How do compare those traditionally highlighted SLA? factors unfold interact speakers’ use? Namely, our aim uncover bottom-up discomfort trauma; 2024, issue) landscape context compares “traditional” thus far, educators. Our questions, therefore, act guide mobilizing categories directly relevant allow frame greater third question possibility enjoyment) alone carry protective insecurity) define home, community, school, abroad). purpose advance knowledge maintenance, gear understandings creation support HLLs. Empirical take qualitative, quantitative, mixed-methods approaches, carefully methods instructed, (including Arabic, Bangla, Czech, Spanish, Taishanese) Pinuyumayan Hla'alua) world. Intergenerational autoethnographic capture both parent child (Song Wu, issue). Qualitative video recordings, observations, surveys, student–parent–teacher interviews reveal emotion-laden intricacies interactions all way (Cantas, issue), community-based (Afreen Norton, issue; Elabdali, primary settings (Van Gorp Verheyen, university (Driver, Quantitative analyses offer insight future adaptation design scales (Huang Chan, Apart classroom, lab settings) explored, authors including learners, parents, brings discussing studied factors—including investment issue)—but underexplored HLE, (dis)comfort conflict (Elabdali, Song perezhivanie teaching, identity. Through mother–daughter autoethnography, Wu (2024, own Korean maintenance. Their findings feelings insecurity, shame, frustration—but interest—as Amber engages her United States Korea. Narratives mother daughter complexities labor guardian suggest tensions establish favor offering behind-the-scenes view analysis social–emotional–familial aide educators—particularly schools—in building awareness, support, children alike journey Cantas expressed relation case Czech–English US Midwest. Drawing semistructured interviews, recordings routine interactions, video-playback she shows playful input limited amounts, encourage HL. introduces Vygotskian perezhivanie, (positive negative) living emerging difficult event, contributes showing children's resistance offers example excluded research, child-centric approach promoting realities juggling outside outlining settings, adds educators’ toolkits realistic emotions. ethnographic conducted over 2 years Arabic (ages 4−16) Northeastern States, Elabdali sheds light culture food production consumption Her based dataset observations fieldnotes 132 hours online classes 69 total in-person hallway, recess interactions; teachers, students; conversations director. Findings show cooking events give negotiate belonging language, attachment culture. negotiation fusion national religious affiliations contact. demonstrating centered sharedness preventative measures nonbelonging communities. Working Afreen Norton labor, feeling rules aid assess appropriateness feelings), volunteer instructors—a underresearched stakeholders—of Bangla Vancouver, Canada. qualitative data fieldnotes, questionnaires, group, resources (such books materials) seven teachers. approach, draw teachers’ desires agency managing disappointment satisfaction connecting students “mother tongue,” roots. institutional opens much-needed discussion schools, grown vastly COVID-19 pandemic attract high numbers HSs. contribution Verheyen describes specific tasks demonstrates revelatory task-based (TBLT) use. presents triangulation quantitative Self-Assessment Manikin interview 66 Flanders, Belgium backgrounds. conflicted HL(s) comfort in, toward, willingness By monolingual provide template instructors designing benefit groups when courses available. Huang Chan's motivational self system (L2MSS; 2009) endangered perspective, undervalued relevance epistemologies reliable construct (Cronbach's alpha .94) motivation. 293 11 ethnic Taiwan, self, ideal self/own, ought-to self/other influential discuss bifurcated guides model vs. perspectives) demonstrate predictive self/own intensity engagement importance factors, affection attachment, paramount self. responsibility revitalization integral parts looking multilingual, Chan add tools recommendations survey eight backgrounds, Driver explores related classroom. themselves identify benefits, challenges, barriers associated entering pipeline revealing discomfort, trauma healing, stem classroom) racism), alongside intergenerational traumas passed down histories accompany teachers success. pulling Indigenous, disability, race studies, intersectional insights lays foundation collaborations raising voices marginalized drawing provides access knowledge, suggestions, unaddressed, resources. interdisciplinary nature aims prompt backgrounds applied, socio-, psycholinguistics, working populations. sciences, expand reach applied linguistics, need underrepresented evident. keeping great communities, frameworks adopted issue, deeper complete attained collaborating in- out-group contributors remote regions expands international audience readers. We hopeful will catapult expansion still-unexplored holistic reflection individual contributions guiding inspires considerations uncovers nuances gone unrecognized due FL) explored isolated region-specific, opposed global) bringing explorations vast populations, repertoires, constitute advancements made foundations claimed broaden-and-build theory (Fredrickson, 2001), leaves questionable universality constructs field. Though elements they cannot blocks layers looks undo (or least, of) exploited advancement South each zoom conceptual forward. leads teaching. uncovering contexts—for instances reclamation issue); secondary settings—and causes valuable specialized Unlike encompasses formal informal environments. multiple best socioaffective success differ peers, prove classrooms. addressed account forms non-Western motivating open door innovative circumstances. Reflecting pillars built study. employed collection, seek ways incorporate participant paradigms. Specifically, works participatory experimental hold decolonization. Closing commentaries Jean-Marc Glenn Martínez respectively, reflect comprehensively issues processes uncovered cohesive macro theory. celebrating legitimate essential acts empower researchers, educators, members claim heard, valued, respected

Language: Английский

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Disappearing Integrative Motivation: A Validated Scale of Motivation for Learners of Southeast Asian Languages

Behavioral Sciences, Journal Year: 2025, Volume and Issue: 15(4), P. 464 - 464

Published: April 3, 2025

This study aimed to develop and validate a motivation scale specifically designed for university students enrolled in Southeast Asian language programs. Utilizing thematic analysis of interviews with 28 students, five key motivational dimensions were identified: institutional environment, proficiency demand, self-development planning, social responsibilities, intrinsic interest. These informed the construction an initial scale, which was empirically tested refined through two rounds validation. The final 19-item covers four core dimensions, excluding interest, reflecting dominance instrumental motivations this context. Results highlighted practical goal-oriented nature these motivations, differing from integrative observed learners global languages like English. fills research gap by offering validated tool assessing learning smaller, regionally significant programs provides insights into unique factors driving learners.

Language: Английский

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AI‐assisted learning environments in China: Exploring the intersections of emotion regulation strategies, grit tendencies, self‐compassion, L2 learning experiences and academic demotivation

British Educational Research Journal, Journal Year: 2025, Volume and Issue: unknown

Published: March 15, 2025

Abstract The increasing integration of artificial intelligence (AI) in education has led to a surge interest AI‐assisted learning environments. These environments offer various advantages, yet deeper understanding their effects on key student‐related constructs the English as foreign language (EFL) context is essential. This study aimed fill this gap by investigating relationships between emotion regulation strategies, grit, self‐compassion, L2 experiences and academic demotivation among Chinese EFL learners AI‐supported settings. A quantitative research design was employed, with 219 students participating through purposive sampling. Data were collected using validated questionnaires measuring five target analysed structural equation modelling. Results revealed that strategies positively associated negatively demotivation. Similarly, grit tendencies demonstrated positive correlations negative Self‐compassion similar patterns, associations findings important pedagogical implications for educators developers AI‐powered platforms China. By influence regulation, self‐compassion learners' motivation, can implement foster these attributes.

Language: Английский

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Growth language mindset and willingness to communicate: Contributions of linguistic risk taking and learning experience

Acta Psychologica, Journal Year: 2024, Volume and Issue: 248, P. 104367 - 104367

Published: June 20, 2024

As various contextual and individual difference factors determine how when mindsets may influence learning outcomes, burgeoning L2 research has recently addressed the role of growth language mindset (GLM) in different outcomes such as Willingness to Communicate (WTC). Since little is known about underlying mechanism through which GLM contribute WTC, a highly desirable goal education an important criterion for assessing its efficiency success, present study addresses this gap by investigating possible mediating moderating roles linguistic risk taking experience, respectively. The participants were 392 Iranian students chosen multi-stage cluster sampling. Findings showed that predicted WTC directly positively, their association was mediated moderated (an affective factor) experience essential motivational factor), Suggestions future studies implications promoting learners' GLM, taking, are presented.

Language: Английский

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Teacher support in AI-assisted exams: an experimental study to inspect the effects on demotivation, anxiety management in exams, L2 learning experience, and academic success

Language Testing in Asia, Journal Year: 2024, Volume and Issue: 14(1)

Published: Nov. 8, 2024

Although AI technologies show great promise for education, their inclusion into assessment systems has generated debates regarding student motivation, anxiety, learning opportunities, and academic results. This study explored the influence of teacher support in AI-assisted exams on L2 learners' demotivation, experience, success. Conducted at a large university Ethiopia, participants included 92 BA Management students from two intact classes, equally distributed by gender ranging age 18 to 23. The classes were randomly divided an experimental control group. Using quantitative quasi-experimental pretest–posttest group design, administered Oxford Quick Placement Test, Academic Motivation Scale, Foreign Language Classroom Anxiety Learning Experience researcher-made test assess tools integrated automated feedback enhance learner engagement. Chi-square analyses independent samples t-tests revealed significant positive effects reducing demotivation enhancing experiences, improving success compared group, highlighting benefits combining with support. These findings suggest that can substantially benefit learners. Additionally, indicate considerably improve outcomes when paired effective involvement, implications various stakeholders instruction. Implications study, limitations, suggestions future research are discussed.

Language: Английский

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Virtual Reality, Medical Spanish, and the L2 Motivational Self System: A Case Study

Technology Knowledge and Learning, Journal Year: 2024, Volume and Issue: 29(2), P. 827 - 841

Published: Jan. 3, 2024

Language: Английский

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The importance of needs satisfaction, teacher support, and L2 learning experience in Intelligent Computer-Assisted Language Assessment (ICALA): a probe into the state of willingness to communicate as well as academic motivation in EFL settings

Language Testing in Asia, Journal Year: 2024, Volume and Issue: 14(1)

Published: Dec. 1, 2024

In recent years, Intelligent Computer-Assisted Language Assessment (ICALA) has emerged as a transformative approach in language education, leveraging technology to enhance student assessment and learning processes. Despite its growing importance, there is scarcity of research investigating the connections among needs satisfaction, teacher support, L2 experience, willingness communicate, academic motivation—factors that play crucial role students' performance this context. This study addressed lack knowledge by examining impact satisfaction support Omani students enrolled English foreign (EFL) classes. The structural equation modeling data via SMART PLS revealed positive correlation between increased motivation ICALA. Furthermore, positively impacted motivation, experience. results facilitate fostering ICALA contribute our understanding these variables. A more in-depth discussion held regarding significance for educational practices.

Language: Английский

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Examining the Effects of the L2 Learning Experience on the Ideal L2 Self and Ought‐to L2 Self in a Japanese University Context

International Journal of Applied Linguistics, Journal Year: 2024, Volume and Issue: unknown

Published: Nov. 22, 2024

ABSTRACT Dörnyei's L2 motivational self‐system (L2MSS) is a dominant theory within the field of language motivation research. In this study, we explore interrelationship between three central components L2MSS, with particular focus on often‐overlooked learning experience (L2LE). While previous research has primarily examined Ideal Self and Ought‐to in relation to various factors, paper explores impact L2LE these two constructs. We collected analyzed data from 238 surveys administered online Japanese university students using structural equation modeling. The results indicate that causal pathway toward both Self, characterized by moderate strong degree influence. Furthermore, there exists relationship Self. study should have clear implications for educators researchers, as it shows importance encourage further into still underexplored construct.

Language: Английский

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