Studies in Self-Access Learning Journal,
Год журнала:
2023,
Номер
14(3), С. 287 - 305
Опубликована: Сен. 19, 2023
This
study
analyzes
the
perezhivanie
of
one
second-language
learner
(Chinese
L1)
who
studied
Japanese
as
a
second
language
and
engaged
in
her
learning
experience
cultural
setting
through
yearlong
advisory
sessions.
Perezhivanie,
Russian
term,
Vygotskian
concept,
is
employed
to
observe
L2
development
capture
bidirectional
influences
characteristics
agency
environment.
The
data
analyzed
come
from
two
sources:
(a)
our
written
correspondence,
including
email
exchanges,
before
was
conducted
(b)
audio-recorded
six
face-to-face/
online
sessions
on
bimonthly
basis
with
particular
focus
perezhivanie.
By
applying
unit
analysis
that
avoids
cognition-or-emotion
person-or-context
dichotomies,
findings
revealed
developmental
processes
focused
how
both
advisor
advisee
mutually
transform
specific
social
situation
into
collectividual
Notably,
participant
evaluated
original
negatively
at
first,
but
eventually,
she
learned
value
failure
reinterpreted
initial
experience.
significance
contribute
describing
detailed
case
entrance
exams
East
Asian
sociocultural
settings.
Modern Language Journal,
Год журнала:
2023,
Номер
107(S1), С. 95 - 112
Опубликована: Янв. 1, 2023
Abstract
Languaging—that
is,
using
language
to
mediate
thinking,
orally
or
in
writing—facilitates
second
(L2)
learning.
As
languaging
requires
the
deliberate,
analytical
action
of
L2
learners,
learners
with
higher
aptitude
are
likely
benefit
more
from
than
those
lower
aptitude.
Thus,
this
study
investigated
extent
which
mediates
effects
written
(WL)
on
Pre‐intermediate
Japanese
university
students
were
assigned
+WL
−WL
groups.
The
group
was
instructed
compare
their
composition
model
text
and
explain,
writing,
use
articles
(i.e.,
WL).
In
contrast,
copied
3
times.
Examination
association
between
scores
tests
LLAMA,
Language
Aptitude
Battery
for
Japanese,
Modern
Test)
gain
assessment
(pre‐,
post‐,
delayed
posttests)
revealed
that
half
correlations
significant
2
test
types
group.
However,
no
such
found
WL
might
have
benefitted
participants
by
facilitating
noticing
reflecting
linguistic
issues,
regardless
profiles.
We
argue
may
be
a
influential
factor
Acta Psychologica,
Год журнала:
2024,
Номер
248, С. 104353 - 104353
Опубликована: Июнь 20, 2024
With
the
wave
of
positive
psychology
in
second
language
acquisition,
more
emotion
factors
are
gaining
scholarly
attention.
Despite
extensive
research
on
Trait
Emotional
Intelligence
(TEI),
burnout
and
boredom
English
as
a
Foreign
Language
(EFL)
studies,
interplay
these
variables
remains
unknown
related
impact
EFL
learner's
Performance
(ELP)
is
still
underexplored.
Given
this,
light
Control-Value
Theory
(CVT),
present
study
used
quantitative
method
to
examine
mediating
roles
connection
between
TEI
ELP
among
Chinese
university
students
engaged
endeavor.
Data
were
collected
from
489
second-year
students.
Structural
equation
modeling
was
utilized
analyze
relationships.
Results
revealed
that
significantly
influences
students,
through
its
correlation
with
both
burnout.
Higher
levels
associated
reduced
experiences
negative
states,
which
turn
linked
improved
performance.
These
may
imply
teacher
educators
should
integrate
emotional
intelligence
training
into
curricula
professional
development
improve
students'
effectiveness
learning
outcome.
Modern Language Journal,
Год журнала:
2023,
Номер
107(S1), С. 137 - 160
Опубликована: Янв. 1, 2023
Abstract
The
distinguishing
feature
of
dynamic
assessment
(DA)
is
the
dialectical
integration
and
instruction.
However,
how
to
design
targeted
instruction
or
mediation
has
been
relatively
underexplored.
To
address
this
gap,
study
proposes
attribute‐based
model
(AMM),
an
English‐as‐a‐foreign‐language
listening
based
on
item
attributes
(constructs)
derived
from
cognitive
diagnostic
(CDA).
CDA
provides
theoretical
methodological
support
for
accurate
correspondence
items
via
Q‐matrix
development
validation.
CDA‐identified
can
inform
construction
models
in
DA,
within
which
will
serve
as
subsequent
remedial
In
way,
diagnosis
were
bridged
through
DA.
results
three
one‐on‐one
DA
sessions
showed
that
AMM
potential
diagnose
learners’
ability
at
attribute
level
stimulate
microgenetic
development.
This
significant
linking
psychometric‐based
validity
a
test
DA‐based
It
also
insights
into
future
possible
way
merging
language
assessment.
Modern Language Journal,
Год журнала:
2023,
Номер
107(S1), С. 46 - 67
Опубликована: Янв. 1, 2023
Abstract
This
article
reports
a
teaching
project
for
the
purpose
of
improving
citation
ability
second
language
(L2)
graduate
students
in
academic
writing
through
concept‐based
instruction
(C‐BLI).
“Citation”
here
refers
to
writers’
use
external
sources
their
own
writing,
which
is
an
important
and
unique
feature
writing.
However,
developing
appropriately
effectively
difficult
process
many
L2
novice
writers
English.
study
attempts
apply
C‐BLI
order
observe
whether
it
effective
bringing
about
changes
perception
performance
terms
forms
functions.
The
focused
on
types
functions
with
creatively
designed
SCOBAs
(schema
complete
orienting
basis
action)
activities.
To
examine
pedagogical
impact
C‐BLI,
we
administered
four
measurements:
questionnaire,
interview,
test,
revision
previously
written
research
proposals.
data
were
collected
before
after
sessions.
Comparative
analyses
identified
positive
evidence
that
indicates
occurrence
students’
understanding
complexity
concept
as
well
improved
practice
citations.
Computer Assisted Language Learning,
Год журнала:
2024,
Номер
unknown, С. 1 - 28
Опубликована: Ноя. 12, 2024
Dynamic
assessment
(DA)
addresses
the
limitations
of
standardised
assessments
by
integrating
understanding
and
promotion
learners'
emerging
abilities
during
process
for
a
more
comprehensive
view
their
language
performances.
However,
conventional
interactionist
interventionist
DA
approaches
each
have
deficiencies,
failing
to
fulfil
both
practicality
contextualisation
in
L2
classrooms.
Also,
there
is
scarcity
research
on
exploring
learner
performances
over
time.
This
study
aims
address
these
gaps
putting
forward
hybrid
computerised
dynamic
(hybrid
C-DA)
model
implemented
as
7-week
pedagogical
programme
diagnosing
promoting
inferential
reading
Chinese
university
EFL
classroom.
With
quasi-experimental
design,
two
parallel
classes
first-year
undergraduates
participated
experimental
group
(n
=
34)
control
38).
Data
were
collected
from
participants'
numerical
scores
online
pre-test,
post-test,
intervention
tests
transfer
centring
TOEFL
iBT
readings.
Statistical
analysis
revealed
effectiveness
C-DA
performed
significantly
better
than
group.
Within
one-shot
test,
multi-dimensional
diagnostic
profiles
instantiated
through
differentiated
responses
mediations
varying
mediation
levels
across
question
types.
Meanwhile,
fluctuated
multiple
reflected
non-linear
nature
development
if
viewed
dialectically.
Overall,
we
argue
that
refined
has
capacity
contribute
while
uncovering
fine-grained
information
unobtainable
tests,
which
informs
future
instructions.
STEM Journal,
Год журнала:
2024,
Номер
25(2), С. 14 - 25
Опубликована: Май 31, 2024
This
case
study
aimed
to
explore
how
interactionist
dynamic
assessment
(DA)
grounded
in
sociocultural
theory
influences
the
development
of
inferencing
skills
L2
listening
comprehension.
Dynamic
refers
a
combined
approach
and
learning.
While
interventionist
DA
provides
uniform
scaffolding
predetermined
by
instructor,
presents
learners
with
contingent
on
emerging
problems
or
difficulties.
To
date,
while
handful
studies
have
shed
light
influence
two
DAs
grammatical
progress
as
part
production
skills,
few
explored
its
impact
comprehension
specific
skill
that
often
poses
obstacles
listeners.
Two
tertiary-level
students
from
an
EFL
general
English
class
participated
weekly
one
hour-long
Zoom-mediated
sessions
over
6
weeks
experienced
instructor
researcher
using
TED
Talks.
The
findings
suggested
had
positive
effect
skills.
However,
trajectory
period
exhibited
nonlinear
pattern
idiosyncratic
repetition
growth
retreat
Pedagogical
implications
directions
for
further
research
are
discussed.
IRAL - International Review of Applied Linguistics in Language Teaching,
Год журнала:
2024,
Номер
unknown
Опубликована: Июнь 20, 2024
Abstract
This
study
examines
the
cognitive-emotional
dialectics
of
Chinese
learners
English
in
terms
both
speech
and
co-speech
gestures
their
second
language
development
within
lens
Vygotsky’s
sociocultural
theory.
qualitative
focuses
on
different
learning
contexts
analyzes
data
from
interviews
emotional
narrative
tasks
experience.
Overall
findings
showed
that
learners’
emotion
cognition
interacted
contexts,
worked
to
influence
cognition-emotion
participant’s
perezhivanie
.
implies
inextricable
unity
development,
emphasizes
role
shaping
perezhivaniya
