Eurasian Journal of Applied Linguistics最新文献_第2页

Learner autonomy among students of French as a foreign language in a tertiary context 高等教育背景下法语学生的学习自主性

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2021-04-08 DOI: 10.32601/EJAL.911189

M. Gürses

{"title":"Learner autonomy among students of French as a foreign language in a tertiary context","authors":"M. Gürses","doi":"10.32601/EJAL.911189","DOIUrl":"https://doi.org/10.32601/EJAL.911189","url":null,"abstract":"Learner autonomy has attracted numerous researchers in language teaching for the last four decades. However, there exists still a need to investigate to what extent learners of foreign languages, in particular languages other than English, are autonomous. This study aims to investigate learner autonomy in learning French at a university in Turkey by exploring students’ perceptions relevant to learner autonomy (i.e., responsibilities, abilities, and metacognitive strategies), motivation, and autonomous language learning activities. The study adopted a mixed-methods approach and the data were collected through a questionnaire ( N = 57) and learning diaries ( n = 14). The results revealed that the students seemed to hold teachers more responsible than themselves for learning French and in general they reported a moderate level of decision-making abilities and use of metacognitive strategies. Moreover, a considerable number of the students slightly motivated or did not feel motivated. The qualitative data on motivation analyzed based on the L2 Motivational Self System showed that the participants’ ideal L2 selves were shaped by professional aspirations and/or integrative motives. However, most of them appeared to have difficulties in maintaining their motivation and only a few students seemed to have intrinsic motivation. Furthermore, the majority of the students engaged in limited autonomous language learning activities. Thus, most of the students did not appear to be autonomous learners in learning French. The implications of the study were provided in light of the findings.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49306678","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

The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing 形态意识和生产性词汇知识对二语研究生学术写作的预测作用

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2021-04-08 DOI: 10.32601/EJAL.911149

Hani Qasem Mohammed Asaad, A. Shabdin

引用次数: 7

Possible selves and personal goals: What can we learn from episodic future thinking? 可能的自我和个人目标:我们能从情景未来思维中学到什么?

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2020-12-01 DOI: 10.32601/ejal.834659

Alastair HENRY

引用次数: 8

Thinking fast and slow about willingness to communicate: A two-systems view 对沟通意愿的快慢思考:双系统观点

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2020-11-30 DOI: 10.32601/ejal.834681

P. MacIntyre, Lanxi Wang, Gholam Hassan Khajavy

{"title":"Thinking fast and slow about willingness to communicate: A two-systems view","authors":"P. MacIntyre, Lanxi Wang, Gholam Hassan Khajavy","doi":"10.32601/ejal.834681","DOIUrl":"https://doi.org/10.32601/ejal.834681","url":null,"abstract":"How does a person decide whether she or he is willing to communicate? Dual-process theories have been influential in the literature on the psychology of making judgments and decisions. Dual-process theories make a distinction between cognitive processes that are fast, automatic, and unconscious (also called ‘experiential’ thinking) and those that are slow, deliberative, and conscious (also called ‘rational’ thinking). The study assesses differences in willingness to communicate (WTC) ratings made based on rational and experiential processes, and differences between native to second language WTC. Data were collected from a sample of 84 students in Iran and 82 students in Canada. Both groups assessed their WTC using English as a second language in Iran and as a native language in the Canadian sample. Data analysis showed that a preference for using rational thinking, as measured by the Rational-Experiential Inventory (Pacini & Epstein, 1999), was correlated with WTC ratings made fast and slow, but only in the second language. We also found WTC ratings were significantly higher when made fast compared to slow, regardless of language group. Pedagogical implications are discussed with advice to teachers how to capitalize on rational thinking and to avoid hesitation in communication.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46634184","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: 2

Directed motivational currents: An agenda for future research 定向动机电流:未来研究议程

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2020-11-30 DOI: 10.32601/ejal.834661

Christine Muir, Özge Gümüş

{"title":"Directed motivational currents: An agenda for future research","authors":"Christine Muir, Özge Gümüş","doi":"10.32601/ejal.834661","DOIUrl":"https://doi.org/10.32601/ejal.834661","url":null,"abstract":"Directed motivational currents (DMCs) encapsulate a unique motivational phenomenon. DMCs are highly positive, potent motivational experiences which can carry individuals or groups forwards to achieving valued goals at both a remarkable rate, and with a perceived feeling of seemingly ‘effortless effort’. Although research into DMCs began under a decade ago (Dornyei, Ibrahim & Muir, 2015; Dornyei, Muir & Ibrahim, 2014; Henry, Davydenko & Dornyei, 2015; Muir & Dornyei, 2013), the motivational experience DMCs encapsulate is, in and of itself, certainly not novel. DMCs appear to be widely recognizable in diverse contexts, and may even be relatively widely experienced (Muir, 2020). The theoretical underpinning of DMC theory draws together findings from a broad range of well-established motivational disciplines in related areas of psychology (including cognitive and educational psychology), alongside motivation research rooted more fully in the context of language learning (LLing) and teaching. We begin by overviewing the DMC construct itself, outlining key cornerstones and primary theoretical principles that underpin our understanding of each. We go on to lay out a broad agenda for further study, continuing the discussion in the final chapter of Muir (2020), by foregrounding six avenues for future research. Viewed together, they are demonstrative of the scope of future research potential surrounding DMC theory, incorporating both theoretical and applied (pedagogic) directions for inquiry. For each future avenue that we propose, we foreground several more specific directions in which research effort might begin.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46057390","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: 8

Exploring motivational strategies in higher education: Student and instructor perceptions 探索高等教育的动机策略:学生和教师的看法

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2020-11-30 DOI: 10.32601/ejal.834670

Zeynep Erdil-Moody, Amy S. Thompson

{"title":"Exploring motivational strategies in higher education: Student and instructor perceptions","authors":"Zeynep Erdil-Moody, Amy S. Thompson","doi":"10.32601/ejal.834670","DOIUrl":"https://doi.org/10.32601/ejal.834670","url":null,"abstract":"This study offers cross-cultural validity of motivational strategies, as well as reliability and validity measures of an adapted questionnaire in a new context. Foreign/second language (L2) learning motivation has long been demonstrated to have a substantial impact on second language acquisition; L2 teachers play a major role in learner motivation with their use of motivational strategies in classes (Dornyei, 2001; Dornyei & Kubanyiova, 2014). Motivational strategies vary in their effectiveness and appropriateness in different EFL contexts (e.g., Dornyei, 2001; Guilloteaux & Dornyei, 2008). There is little research, however, in combining the theory and practice in motivation research; in other words, there are few studies that examine motivational strategy research in conjunction with the L2 Motivational Self System (L2MSS). To fill this gap, the current study examined college EFL instructors’ motivational teaching practices, informed by the ideal L2 self guide in Turkey, from both instructors and students’ perspectives. Quantitative data were collected via a motivational strategies questionnaire that was created and validated specifically for this study – Teachers’ Use of Motivational Strategies Scale (TUMSS). Descriptive statistics, independent samples t-tests, and an exploratory factor analysis (EFA) were conducted to analyze the data (N= 454). Results indicated that instructors frequently used a variety of motivation-enhancing strategies; group comparisons of perceptions and EFA results via the three latent variables raised some important issues; independent samples t-tests indicated a statistically significant group difference for the strategies in Factor 3, those related to the ideal L2 self, while showing no difference for the other two factors. Pedagogical implementations are discussed.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46678053","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: 4

The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety 智力谦逊在外语享受和外语课堂焦虑中的作用

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2020-11-30 DOI: 10.32601/ejal.834664

Jean–Marc Dewaele, Sharona Moskowitz

{"title":"The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety","authors":"Jean–Marc Dewaele, Sharona Moskowitz","doi":"10.32601/ejal.834664","DOIUrl":"https://doi.org/10.32601/ejal.834664","url":null,"abstract":"Intellectual humility (IH) involves a certain degree of selflessness and an accurate view of one’s own worth and abilities. To date, IH has not been explicitly researched as a variable in the study of foreign language (FL) learning. The present mixed-methods study aims to explore possible links between FL learners’ IH and their foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). The survey was administered online entirely in Spanish and respondents were 163 adult Spanish L1 speakers enrolled in an EFL course at any level of proficiency. The research instrument was adapted from three established constructs: the CIHS (Comprehensive Intellectual Humility Scale) (Krumrei-Mancuso & Rouse, 2016), the FLE Short Form (Botes, Dewaele & Greiff, 2020) and the FLCA Short form scale (Dewaele & MacIntyre, 2014). Feedback on three open-ended questions provided qualitative data. Results show that IH has a mixed and complex relationship with FLE and FLCA, with some IH domains negatively predicting FLE and both positively and negatively predicting FLCA. The current research is an attempt to widen the range of psychological factors that might affect FL classroom emotions.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46949438","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: 21

"I am just shy and timid": Student teachers’ explanations for their performances of their presentations “我只是害羞和胆怯”:实习教师对自己演讲表现的解释

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2020-11-30 DOI: 10.32601/ejal.834657

Kadriye Aksoy-Pekacar, Arzu Kanat-Mutluoğlu, İ̇smail Hakki-Erten

{"title":"\"I am just shy and timid\": Student teachers’ explanations for their performances of their presentations","authors":"Kadriye Aksoy-Pekacar, Arzu Kanat-Mutluoğlu, İ̇smail Hakki-Erten","doi":"10.32601/ejal.834657","DOIUrl":"https://doi.org/10.32601/ejal.834657","url":null,"abstract":"As part of the research on motivation, causal attribution studies have an important role in predicting and improving academic performance since controllable and uncontrollable attributions have an effect on learners’ future actions. Following this path, the present qualitative study investigates the attributions of students in an English Language Teaching (ELT) program for the performances of their presentations as part of an oral communication skills course. Upon the completion of the course, a total of 83 second year ELT students scored their performances out of 10 and provided explanations for their performances. This data set illustrated their attributions and estimated future achievements. Data analysis consisted of two phases: first, the students were divided into two groups based on the perceived successes of their performances, and secondly, their explanations were examined with content analysis. The initial analysis showed that 20 students scored themselves as less successful and 63 students scored themselves as successful. It revealed that the less successful group attributed their performances mostly to their mood and lack of effort, both of which are categorized in the internal attributions. In contrast, the successful students attributed their performances to effort, mood, and strategy use, all of which fell into the internal category as well. From these results, it can be concluded that the learners had a higher locus of control in that they attributed their performances to mostly internal attributions. In addition, providing immediate teacher feedback and creating a classroom environment for vicarious learning were effective for increasing learners’ effort and motivation for their presentations. These findings may imply that teachers focus on providing immediate feedback and create an effective classroom atmosphere that will probably lead to vicarious learning.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46571543","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: 4

The relationship between ideal L2 self, achievement attributions and L2 achievement 理想二语自我、成就归因与二语成就的关系

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2020-11-30 DOI: 10.32601/ejal.834642

S. Çağatay, İ. Erten

{"title":"The relationship between ideal L2 self, achievement attributions and L2 achievement","authors":"S. Çağatay, İ. Erten","doi":"10.32601/ejal.834642","DOIUrl":"https://doi.org/10.32601/ejal.834642","url":null,"abstract":"This study examines whether learners’ (high vs. low) ‘ideal L2 self’ exerts an effect on causal attributions and which of these causal attributions could predict future L2 achievement. To this end, 1006 EFL students were invited from a state university in Ankara, Turkey. The data were collected with an attribution scale composed of 29 questions and with a questionnaire containing 10 items measuring learners’ ideal L2 self. The researchers also collected the students’ achievement scores to measure the predictive power of causal attributions. The impact of high and low ideal L2 self on causal attributions was analyzed through MANOVA and the prediction power of these attributions for achievement was measured through regression analysis using SPSS 23. It was found that learners’ ideal L2 self (high vs. low) influenced causal attributions, including ability, school system, teacher, family and classroom environment. It was also found that the attribution to effort, luck and ability are the best predictors of future exam scores of learners. These predictors could provide insightful implications for EFL teachers with regard to the actions they can take in order to diagnose motivationally at risk students and to boost their motivation through effective designs of interventions embedded into the curriculum.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48913878","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

‘Please’ as an impoliteness marker in English discourse “Please”在英语话语中的不礼貌标记

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2020-07-31 DOI: 10.32601/ejal.775805

Laya Heidari Darani, Mostafa Morady Moghaddam

引用次数: 0