Journal for the Psychology of Language Learning最新文献_第3页

On Domain-Specific Conceptualization and Measurement of Grit in L2 Learning 二语学习中砂砾的特定领域概念和测量

Journal for the Psychology of Language Learning Pub Date : 2021-12-19 DOI: 10.52598/jpll/3/2/10

Y. Teimouri, Ekaterina Sudina, Luke Plonsky

引用次数: 19

How Classroom Environment and General Grit Predict Foreign Language Classroom Anxiety of Chinese EFL Students 课堂环境和总体素质如何预测中国英语学生的外语课堂焦虑

Journal for the Psychology of Language Learning Pub Date : 2021-12-19 DOI: 10.52598/jpll/3/2/6

Chengchen Li, Jean–Marc Dewaele

{"title":"How Classroom Environment and General Grit Predict Foreign Language Classroom Anxiety of Chinese EFL Students","authors":"Chengchen Li, Jean–Marc Dewaele","doi":"10.52598/jpll/3/2/6","DOIUrl":"https://doi.org/10.52598/jpll/3/2/6","url":null,"abstract":"Interest in the role of learners’ personality, emotions and the learning environment in foreign language (FL) learning has grown exponentially in the past decade. The introduction of personality psychology in the field of applied linguistics has led to the inclusion of a set of personality dimensions in research designs like resilience and grit, which have been shown to be significant predictors of FL achievement. The abrupt emergence of COVID-19 in 2020 forced universities around the world to move their courses online, which has been named Emergency Remote Teaching. The sudden change in FL learning environment offers a unique opportunity to researchers to investigate whether the relationships between learners’ personality and classroom emotions in traditional ‘in-person’ classes, and the predictors of those emotions, also exist in the new online environments. The present study examined the foreign language classroom anxiety (FLCA) of Chinese secondary students at different instruction levels and its links with learner-internal and external factors, namely general grit and the classroom environment (CE) of the online English classes. A total of 1,526 Chinese secondary students completed an online questionnaire. Pearson correlation analyses and regression analyses revealed that general grit and CE predicted FLCA either independently or jointly. The findings are discussed and interpreted in the light of existing research on person-environment interaction. We identify avenues for further research and propose a number of pedagogical implications for optimizing online FL teaching.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130199090","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: 43

Does Learning English Require Grit? Examining the Differential Effects on Grades in Core Subjects 学英语需要勇气吗?检视核心科目对成绩的差异影响

Journal for the Psychology of Language Learning Pub Date : 2021-12-19 DOI: 10.52598/jpll/3/2/5

C. Thorsen, Stefan Johansson, Kajsa Yang Hansen

{"title":"Does Learning English Require Grit? Examining the Differential Effects on Grades in Core Subjects","authors":"C. Thorsen, Stefan Johansson, Kajsa Yang Hansen","doi":"10.52598/jpll/3/2/5","DOIUrl":"https://doi.org/10.52598/jpll/3/2/5","url":null,"abstract":"Research indicates that beliefs on the locus of the primary source of learning can have negative effects on learning behaviors in school (Mercer & Ryan, 2011). To an increasing extent, young people in Sweden acquire English outside school through different cultural practices (Sundqvist & Sylvén, 2012). At the same time, students lack enthusiasm in English lessons, which can lead to a reduced investment of effort in the language classroom (Henry, 2014). However, learning a language requires both interest and effort. In psychological research, the capacity of showing consistency in interest and perseverance to achieve a goal, such as learning a language, is defined as grit (Duckworth et al., 2007). Studies investigating the association between grit and language achievement remain scarce. The present study contributes to filling this gap by investigating whether the effects of grit differ across different performance domains (i.e., English, Swedish and Mathematics). An additional purpose is to investigate whether there are differential effects of grit for subgroups of students with different SES, achievement levels, and gender. A total of 4646 compulsory school students born in 1992 were extracted from the Evaluation Through Follow-up Database (ETF). Multiple-group path analysis was used to examine the mechanisms of the grit facets (i.e., interest and perseverance) across time and subgroups. While both interest and perseverance predicted grades in Swedish and Mathematics, interest alone predicted grades in English. The low SES high achieving group also showed higher consistency in interest and perseverance than the other groups, indicating that grit could be more valuable in face of adversities.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115167867","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

Anatomizing Students’ Task Engagement in Pair Work in the Language Classroom 语言课堂结对活动中学生任务参与的剖析

Journal for the Psychology of Language Learning Pub Date : 2021-07-16 DOI: 10.52598/JPLL/3/1/5

Tomohito Hiromori

{"title":"Anatomizing Students’ Task Engagement in Pair Work in the Language Classroom","authors":"Tomohito Hiromori","doi":"10.52598/JPLL/3/1/5","DOIUrl":"https://doi.org/10.52598/JPLL/3/1/5","url":null,"abstract":"Student engagement in the second language classroom has been the focus of numerous researchers and teachers. Previous studies have shown that there are several dimensions of student engagement, but it is still unclear how they change (or not) over time and consequently how they affect actual task performance. This study investigated the task engagement of language learners engaged in collaborative writing in pairs. Specifically, it focused on the combination of behavioral, cognitive, emotional, and social dimensions of task engagement, and examined which combinations resulted in better task performance. Participants were 60 Japanese university students who worked in pairs on a picture description task. Multiple data sources, such as the number of words/turns/language-related episodes, patterns of dyadic interaction, and self-reported questionnaire results, were utilized to investigate the process of students’ task engagement. The results showed: that the 30 participating pairs fell into three groups showing similar combinations of dimensions; that there was a significant difference in actual engagement between the groups and across time; and that such differences had a significant impact on task performance. Based on the results, pedagogical implications for teachers are discussed concerning the use of pair work in the language classroom.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133925894","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: 1

An Investigation of the Motivational Profile of EAP Learners at a Transnational Education English Medium Instruction University 某跨国教育英语教学大学EAP学习者动机特征调查

Journal for the Psychology of Language Learning Pub Date : 2021-07-15 DOI: 10.52598/JPLL/3/1/6

Austin Pack

引用次数: 0

The Role of Working Memory in Attentional Allocation and Grammatical Development under Textually-enhanced, Unenhanced and No Captioning Conditions 文本增强、非文本增强和无字幕条件下工作记忆在注意分配和语法发展中的作用

Journal for the Psychology of Language Learning Pub Date : 2021-07-15 DOI: 10.52598/JPLL/3/1/1

Minjin Lee, A. Révész

{"title":"The Role of Working Memory in Attentional Allocation and Grammatical Development under Textually-enhanced, Unenhanced and No Captioning Conditions","authors":"Minjin Lee, A. Révész","doi":"10.52598/JPLL/3/1/1","DOIUrl":"https://doi.org/10.52598/JPLL/3/1/1","url":null,"abstract":"This study investigated the extent to which individual differences in working memory (WM) mediate the effects of captions with or without textual enhancement on attentional allocation and L2 grammatical development, and whether L2 development is influenced by WM memory in the absence of captions. We employed a pretest-posttest-delayed posttest design, with 72 Korean learners of English randomly assigned to three groups. The groups differed as to whether they were exposed to news clips without captions, with textually-enhanced captions, or with unenhanced captions during the treatment. We measured attentional allocation with eye-tracking methodology, and assessed development with an oral production, a written production and a fill-in-the-blank test. To assess various aspects of WM, we employed measures of phonological and visual short-term memory (PSTM, VSTM) and the executive functions of updating, task-switching, and inhibitory control. We found that, in both captions groups, higher PSTM was associated with higher oral production gains. For the enhanced captions group, PSTM was also positively related to gains on the written production test. Participants in the no-captions group, however, showed a positive link between VSTM and oral production gains. Attentional location only correlated positively with updating ability and PSTM under the enhanced captions condition. These results, overall, indicate that WM can moderate the effects of captions on attention and L2 development, and various WM components may play a differential role under various captioning conditions.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133112564","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

Book Review: Dynamics of a Social Language Learning Community by Jo Mynard, Michael Burke, Daniel Hooper, Bethan Kushida, Phoebe Lyon, Ross Sampson, and Phillip Taw 书评:《社会语言学习社区的动态》，作者:乔·迈纳德，迈克尔·伯克，丹尼尔·胡珀，贝森·库什达，菲比·里昂，罗斯·桑普森和菲利普·陶

Journal for the Psychology of Language Learning Pub Date : 2021-07-15 DOI: 10.52598/JPLL/3/1/7

Yuan Sang

{"title":"Book Review: Dynamics of a Social Language Learning Community by Jo Mynard, Michael Burke, Daniel Hooper, Bethan Kushida, Phoebe Lyon, Ross Sampson, and Phillip Taw","authors":"Yuan Sang","doi":"10.52598/JPLL/3/1/7","DOIUrl":"https://doi.org/10.52598/JPLL/3/1/7","url":null,"abstract":"In the field of foreign and second language (L2) education, the primary focus has been on the language teaching, learning, and language development in the L2 classroom. However, beginning from the last decade, there is a growing recognition that language teaching and learning also take place in non-classroom settings (Reinders & Benson, 2017). Following this realization, the role of a social learning space has been increasingly emphasized in influencing and facilitating the language development of L2 learners. Social learning space as a construct refers to a place where learners can gather together and learn with and from each other through relaxed “social interaction” (Murray, 2017, p. 117). Social learning spaces have recently begun to be viewed as an indispensable context for L2 learning, although research on these social learning spaces is still in its infancy. This book (Mynard et al., 2020) is one of the first few scholarly collections that addresses this emerging area of study, and it offers intriguing insights to enrich the field’s understanding of L2 learners’ growth beyond the classroom. There are in total four main sections in this book, including setting the scene, case studies, exploring concepts through the research, and implications for the field.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116759499","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

Willingness to Communicate and Second Language Speech Fluency: An Idiodynamic Investigation of Attractor States 交流意愿与第二语言语言流畅性:吸引状态的独特动态研究

Journal for the Psychology of Language Learning Pub Date : 2021-07-15 DOI: 10.52598/JPLL/3/1/2

Shahin Nematizadeh

引用次数: 4

What Role Do Language Learning Mindsets Play in English Medium Instruction? A Comparison of Engineering and Business Administration in Turkey 语言学习心态在英语媒介教学中扮演什么角色?土耳其工程与工商管理比较

Journal for the Psychology of Language Learning Pub Date : 2021-07-15 DOI: 10.52598/JPLL/3/1/3

Dogan Yuksel, Samantha Curle, S. Kaya

{"title":"What Role Do Language Learning Mindsets Play in English Medium Instruction? A Comparison of Engineering and Business Administration in Turkey","authors":"Dogan Yuksel, Samantha Curle, S. Kaya","doi":"10.52598/JPLL/3/1/3","DOIUrl":"https://doi.org/10.52598/JPLL/3/1/3","url":null,"abstract":"This article explores the relationship between Turkish undergraduate students’ language learning mindsets, English language achievement, and English medium instruction (EMI) academic success. Student test score data on an EMI course and an English language course were collected from fourth year students studying mechatronics engineering (n = 68) and business administration (n = 75) at a public university. Students also responded to the Language Learning Mindsets Inventory (Lou & Noels, 2019). Regression analyses revealed that both incremental (positively) and entity (negatively) mindsets predicted academic success in engineering. Neither mindset was a statistically significant predictor of mechatronics engineering students’ English language achievement. Business administration students’ academic success and English language achievement were both statistically significantly predicted by both incremental (positively) and entity (negatively) mindsets. These results are discussed according to discipline-based differences in EMI courses and pedagogical implications are explored.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129609772","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: 6

Effects of the Internalization of Peer-Modeled Self-efficacy on Coping with L2 Communication Stress 同伴模式自我效能内化对二语交际应激的影响

Journal for the Psychology of Language Learning Pub Date : 2021-07-15 DOI: 10.52598/JPLL/3/1/4

Jennifer Claro

{"title":"Effects of the Internalization of Peer-Modeled Self-efficacy on Coping with L2 Communication Stress","authors":"Jennifer Claro","doi":"10.52598/JPLL/3/1/4","DOIUrl":"https://doi.org/10.52598/JPLL/3/1/4","url":null,"abstract":"This mixed-methods study explores the self-regulation of two Japanese university students in response to the stressful situation of feeling unable to communicate effectively in English with foreigners. Qualitative data from interviews are used to interpret the quantitative results of the two students, who were part of an online intercultural Japan-Canada university exchange in which half of the communication was in English. Due to the reality check of using English for communication with foreigners, both students realized that their English communication skills were weak. Self-efficacy and coping strategies modeled by peers were internalized by one student who could subsequently cope with the demands of interacting in English, and who developed a challenge orientation and set a new goal as a result. The other student became demotivated and withdrew over time. Theories related to stress and coping, self-efficacy, peer modeling, internalization, self-regulation, and possible selves are incorporated to provide a multi-dimensional view of the processes involved in the self-regulation of these students. By looking at the experiences of the two students at the individual level, insight may be gained into the reasons behind student engagement in and withdrawal from L2 learning processes. In particular, the importance of peer modeling to positive changes in student actual and ideal selves is examined.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131224991","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