Journal for the Psychology of Language Learning最新文献

Intuition and Reflexivity: The Ethics of Decision-Making in Classroom Practitioner Research 直觉与反思：课堂实践研究中的决策伦理

Journal for the Psychology of Language Learning Pub Date : 2023-12-21 DOI: 10.52598/jpll/5/2/7

E. Ushioda

引用次数: 0

Practitioner Researcher Intuition in Stimulated Recall Studies 刺激回忆研究中的实践者研究者直觉

Journal for the Psychology of Language Learning Pub Date : 2023-12-21 DOI: 10.52598/jpll/5/2/4

Sam Morris, Kie Yamamoto, Jim King

引用次数: 0

Intuition and the Dialogic Presentation of Self: When Intuition Fails and Self-Presentations are Fractured 直觉与自我对话式呈现：当直觉失灵、自我呈现支离破碎时

Journal for the Psychology of Language Learning Pub Date : 2023-12-21 DOI: 10.52598/jpll/5/2/6

Anne Feryok

引用次数: 0

OK, so Where to now?: Reflections on Intuition and Action Research 好了，现在去哪儿？对直觉和行动研究的思考

Journal for the Psychology of Language Learning Pub Date : 2023-12-21 DOI: 10.52598/jpll/5/2/2

Anne Burns, Paul Williams

引用次数: 0

Talking Intuition Into Consciousness: A Discursive Approach to Evolving an Understanding 将直觉转化为意识：以论辩的方式逐步加深理解

Journal for the Psychology of Language Learning Pub Date : 2023-12-21 DOI: 10.52598/jpll/5/2/3

Richard S. Pinner, Judith Hanks

引用次数: 0

Diversity of Intuitive Moments in L+ Practitioner Research: An Exploratory Autoethnographic Case Study L+ 实践者研究中直觉时刻的多样性：探索性自述案例研究

Journal for the Psychology of Language Learning Pub Date : 2023-12-21 DOI: 10.52598/jpll/5/2/5

R. J. Sampson

引用次数: 0

Dear Diary: An Exploration of L2 Teachers’ Emotional Experiences 亲爱的日记:第二语言教师情感体验的探索

Journal for the Psychology of Language Learning Pub Date : 2022-08-05 DOI: 10.52598/jpll/4/2/7

Dino Dumančić, A. Martinović, I. Burić

{"title":"Dear Diary: An Exploration of L2 Teachers’ Emotional Experiences","authors":"Dino Dumančić, A. Martinović, I. Burić","doi":"10.52598/jpll/4/2/7","DOIUrl":"https://doi.org/10.52598/jpll/4/2/7","url":null,"abstract":"Studies focusing on affective factors/emotions in learning are a mainstay in second language (L2) research. L2 teacher-focused research has also made advances in this domain and established the importance of affective factors for both learners and teachers. Despite the field’s understanding of the emotional complexity of L2 teaching, much remains undiscovered. The aim of this qualitative research was to investigate L2 teachers’ (N = 21) emotional experiences in the classroom. Specifically, by using a teacher diary we set out to document: (1) the emotions teachers reported in their place of work and during their interactions with learners, (2) the classroom activities teachers were engaged in when they experienced specific emotions, and (3) the regulatory practices they engaged in when dealing with both pleasant and unpleasant emotions. Our findings show that L2 teachers most frequently experienced pleasant emotions such as satisfaction, joy, and pride. In regard to unpleasant emotions, they primarily revealed frustration, irritability, and disappointment. Both types of emotions were mostly instigated by their learners and were related to L2 classroom activities in the areas of grammar, speaking, and reading. The teachers admitted to regulating both pleasant and unpleasant emotions. Finally, teachers revealed that they used down-regulation, reappraisal, deep breathing, and suppression as the most frequent emotion regulation strategies.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133676043","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}

引用次数: 3

The Effects of Effort Feedback and L2 Task Attributions on Task Engagement and Performance 努力反馈和第二语言任务归因对任务投入和绩效的影响

Journal for the Psychology of Language Learning Pub Date : 2022-08-05 DOI: 10.52598/jpll/4/2/9

Joseph Yamazaki

{"title":"The Effects of Effort Feedback and L2 Task Attributions on Task Engagement and Performance","authors":"Joseph Yamazaki","doi":"10.52598/jpll/4/2/9","DOIUrl":"https://doi.org/10.52598/jpll/4/2/9","url":null,"abstract":"Despite their well-established connections to student motivation and to learning outcomes, attributions, particularly at the task-level, have not garnered much attention in L2 learning research. However, research evidence in educational psychology (e.g., Stajkovic & Sommer, 2000) suggests that L2 task attributions may affect subsequent task engagement and performance. L2 task engagement is a construct studied extensively in recent L2 learning research because of its association with high-quality task performance and learning outcomes. The primary objective of this work-in-progress study is to clarify this potential link between L2 task attributions, engagement, and performance. In addition, the effect of effort feedback on these three constructs is also investigated. Previous research (e.g., Amemiya & Wang, 2018) has documented that effort feedback typically used with good intentions by L2 teachers may, in fact, backfire and exert negative influences on how individuals shape task attributions, which in turn lead to poor-quality task engagement and performance. A within-group quasi-experimental research design will be adopted for these purposes, and 120 Japanese high school students will be recruited. Participants will be divided into two groups to counterbalance the order of effort feedback provision. Three reading tasks from the EIKEN Test in Practical English Proficiency, Grade Pre-2, will be used, and time on task will be recorded as an indicator of task engagement. After performing the tasks, the participants will receive effort feedback and report their task attributions. The relationship between effort feedback, task attributions, engagement, and performance will be analyzed through hierarchical multiple regression analyses.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129042798","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}

引用次数: 0

Introduction to the Issue 问题介绍

Journal for the Psychology of Language Learning Pub Date : 2022-08-05 DOI: 10.1002/ZOO.10041

Kelly S. Spratt

引用次数: 0

The Development of a Self-Regulated Second Language Learning Questionnaire for an L2 Self-Study Setting 第二语言自主学习问卷的开发

Journal for the Psychology of Language Learning Pub Date : 2022-08-05 DOI: 10.52598/jpll/4/2/3

Akiko Fukuda

引用次数: 0