Studies in Second Language Learning and Teaching最新文献_第9页

Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout 探讨教师即时性和笔划行为对英语作为外语的大学生学业倦怠的预测作用

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-03-21 DOI: 10.14746/ssllt.2022.12.1.5

Ali Derakhshan, Zohreh R. Eslami, Samantha Curle, K. Zhaleh

{"title":"Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout","authors":"Ali Derakhshan, Zohreh R. Eslami, Samantha Curle, K. Zhaleh","doi":"10.14746/ssllt.2022.12.1.5","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.1.5","url":null,"abstract":"To expand the literature on the rather new concept of student burnout, the present study examined the influence of teacher immediacy and stroke variables on English as a Foreign Language (EFL) students’ experience of burnout. To fulfill this aim, a group of 631 undergraduate EFL students from various universities in Iran answered questionnaires including the Immediacy Behavior Scale, the Student Stroke Scale, and the Maslach Burnout Inventory-Student Survey. The results of confirmatory factor analysis (CFA) of immediacy and burnout scales demonstrated the validity of the two scales in the Iranian EFL context. Subsequently, Pearson multiple correlation coefficients and structural equation modeling (SEM) were used to analyze the data. It was found that student burnout subscales negatively and significantly correlated with teacher immediacy and stroke subscales. Moreover, the results indicated that teacher immediacy and stroke variables, in combination with their subscales, could predict student burnout. On the whole, it can be concluded that teacher immediacy and stroke concepts, characterized as positive teacher interpersonal communication behaviors enhancing rapport and positive interaction between the teacher and students in EFL contexts, are potential preventers of negative student-related outcomes such as burnout.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74980965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 23

Shifting focus through a small lens: Discursive and introspective perspectives on the emergence of L2 study emotions 通过一个小镜头转移焦点:关于第二语言学习情绪出现的话语和内省观点

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-03-21 DOI: 10.14746/ssllt.2022.12.1.2

R. J. Sampson

{"title":"Shifting focus through a small lens: Discursive and introspective perspectives on the emergence of L2 study emotions","authors":"R. J. Sampson","doi":"10.14746/ssllt.2022.12.1.2","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.1.2","url":null,"abstract":"While perennial in the research landscape, empirical work investigating second language (L2) study emotions has proliferated in the past ten years (Dewaele, 2019). Nevertheless, this article argues there is space for more holistic yet detailed, social yet individual perspectives when conducting such research. As one avenue, the paper explores the potential of a “small lens” approach (Ushioda, 2016) to delve into particular emotional events in situ from learner-internal and learner-external points of view. It details an example of such an approach put into practice, in which the author examined the emergence of emotionally significant episodes for English as a foreign language undergraduates in Japan during short conversation sessions. The research explored data from discursive (video-recordings and transcripts of short conversations) and introspective (learner journals) angles. As a result, it was possible to observe the ways in which students’ emotional moves were both afforded by and acted on those of the other through their social interactions, and through interactions with additional aspects of their ongoing psychologies and relationships. The article thus aims to promote further situated L2 emotion research examining the dynamic interplay between various aspects of learners’ psychologies and the co-formed social context.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77960233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter? 第二语言计算机协同写作任务的动态参与:沟通模式是否重要?

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-03-21 DOI: 10.14746/ssllt.2022.12.1.4

S. Aubrey

{"title":"Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter?","authors":"S. Aubrey","doi":"10.14746/ssllt.2022.12.1.4","DOIUrl":"https://doi.org/10.14746/ssllt.2022.12.1.4","url":null,"abstract":"This study takes a dynamic approach to investigating engagement, examining fluctuations in cognitive-affective variables at regular time intervals during online collaborative second language (L2) writing tasks. Using online conference software and online editing software, 16 university students who use English as an L2, completed two collaborative problem-solution L2 writing tasks in two communication modes: video-chat and text-chat. After each task, learners viewed videos of their performances in 12 three-minute segments and were asked to rate their engagement on two scales (interest, focus). They were then interviewed about their attributions for fluctuations in their ratings. Group-level analysis revealed that learners experienced significantly higher focus and interest during tasks performed in video-chat mode than text-chat mode. This was contrasted with an analysis from a dynamic perspective, which produced a more nuanced picture of individual engagement trajectories during the tasks. Dynamic patterns of engagement fell into either moderately steady, increasing, decreasing, or rollercoaster pattern categories. A content analysis of 32 interviews revealed four factors that accounted for changes in engagement during tasks: task design (e.g., task familiarity), task process (e.g., instances of collaboration), task condition (e.g., communication mode), and learner factors (e.g., perceptions of proficiency).","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77254128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Investigating academic achievement of English medium instruction courses in Turkey 调查土耳其英语教学课程的学术成就

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-03-21 DOI: 10.14746/ssllt.2022.12.1.6

Mehmet Altay, Samantha Curle, Dogan Yuksel, Adem Soruç

引用次数: 12

Methodology of the Research Project 研究项目的方法论

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-02-14 DOI: 10.1007/978-3-030-84879-8_3

M. Pawlak

引用次数: 0

Language Use, Education, and Professional Contexts 语言使用，教育和专业背景

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-01-01 DOI: 10.1007/978-3-030-96095-7

引用次数: 1

Concepts, Discourses, and Translations 概念、话语和翻译

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-01-01 DOI: 10.1007/978-3-030-96099-5

引用次数: 0

Writing to Learn Academic Words 通过写作来学习学术词汇

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-01-01 DOI: 10.1007/978-3-031-06505-7

Breno B. Silva

引用次数: 0

Ernest Hemingway in Interview and Translation 《海明威访谈与翻译》

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-01-01 DOI: 10.1007/978-3-031-07230-7

Mirosława Buchholtz, Dorota Guttfeld

引用次数: 0

Theoretical and Practical Developments in English Speech Assessment, Research, and Training 英语演讲评估，研究和培训的理论和实践发展

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2022-01-01 DOI: 10.1007/978-3-030-98218-8

引用次数: 3