A model of language students’ sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Porta Linguarum Pub Date : 2021-01-31 DOI:10.30827/PORTALIN.V0I35.15755

Safoura Jahedizadeh, B. Ghonsooly, A. Ghanizadeh

引用次数: 13

Abstract

This study attempts to add new empirical evidence on the psychological aspects of language learning. The research examined potential interactions among sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement in a single research design. To this end, 376 English as a foreign language (EFL) students at universities and private language institutes participated in the study. The conducted analyses revealed significant associations among the constructs. These findings are discussed from the perspective of current theory and research on the ways via which sustained flow, personal best, and buoyancy may contribute to language learning and how evaluation apprehension may dwindle language success. The implications and suggestions for future research are also discussed.

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语言专业学生持续流动、个人最佳状态、浮力、评估忧虑和学业成绩的模型

本研究试图为语言学习的心理方面提供新的经验证据。该研究考察了在单一研究设计中持续流量、个人最佳成绩、浮力、评估担忧和学术成就之间的潜在相互作用。为此，376名大学和私立语言学院的英语作为外语（EFL）学生参与了这项研究。所进行的分析揭示了结构之间的显著关联。这些发现是从当前理论和研究的角度讨论的，即持续的流动、个人最佳状态和浮力如何有助于语言学习，以及评估恐惧如何减少语言成功。文中还讨论了对未来研究的启示和建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Porta Linguarum Social Sciences-Education

CiteScore

1.70

自引率

16.70%

发文量

期刊介绍： PORTA LINGUARUM is an international and interuniversity journal that specialises in foreign language didactics. Its aims to publish empirical studies, critical revisions, and theoretical models that relate to the many factors that influence the FL teaching and learning: - The social and school context: the family’s social and cultural influence as well as the student’s mother language and its influence on the L2 learning process, etc. - The students: their personal characteristics (age, gender, personality traits, etc.) as well as their attitudes, motivation, cognitive styles, etc. - The FL teacher: the teacher’s mental representations, attitudes, motivation, individual characteristics, teaching methods, etc. - Learning conditions and the learning process, variables that influence the teaching and learning processes in the classroom: efficiency of teaching strategies, teaching methods and techniques, second language acquisition processes, students and teachers interaction, effect of teaching resources and materials, etc. - Learning outcomes: evaluation of procedures as well as the evaluation of the students’ communicative competence at different academic levels, etc.