A process tracing study of the dynamic patterns of boredom in an online L3 course of German during COVID‐19 pandemic

Yazdanmehr, Elham; Shirvan, Majid Elahi; Saghafi, Khatereh

doi:10.1111/flan.12548

Cited by 41 publications

(39 citation statements)

References 44 publications

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“…Research on the emotional experiences of learners learning languages in the emergency remote learning context has found a variety of emotions associated with online learning, of which boredom seems to be the most examined in both cross-sectional and longitudinal studies. Studies analyse sources of boredom and language learners' coping strategies ( Pawlak, Derakhshan, Mehdizadeh, & Kruk, in press ) or track the causal mechanisms of boredom and its impact on language learners over time ( Yazdanmehr, Shirvan, & Saghafi, 2021 ). Pawlak et al, ’s (in press) survey of Iranian university students and teachers reveals that both groups consider online classes more boring than offline classes, and that students found content-based courses more boredom-inducing than skills-based courses.…”

Section: Research On Online Language Teaching and Learningmentioning

confidence: 99%

“…Students report having limited strategies to cope with boredom in online learning, with some simply resorting to debilitative strategies such as skipping classes. Yazdanmehr et al’s (2021) study uses a process-tracing approach to analyse a semester-long account of one L3 learner's experiences. The analysis reveals changing levels of boredom across the semester, with the peak occurring in the initial stage.…”

Section: Research On Online Language Teaching and Learningmentioning

confidence: 99%

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Teaching and learning languages online: Challenges and responses

Tao

Gao

2022

System

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Section: Research On Online Language Teaching and Learningmentioning

confidence: 99%

Section: Research On Online Language Teaching and Learningmentioning

confidence: 99%

Teaching and learning languages online: Challenges and responses

Tao

Gao

2022

System

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“…The past few years have witnessed more CDST-compatible research designs in exploring L2 learners’ affective variables. Examples are the foreign language enjoyment literature (e.g., Elahi Shirvan and Taherian, 2018 , 2020a , b ; Elahi Shirvan and Talebzadeh, 2018a , b ; Elahi Shirvan et al, 2020 ) and foreign language learning boredom literature (e.g., Elahi Shirvan et al, 2021 ; Kruk et al, 2021 ; Yazdanmehr et al, 2021 ). Among the innovative qualitative methods have been process tracing and ecological assessment.…”

Section: Social Network Analysis and A Complex Dynamic Systems Theory...mentioning

confidence: 99%

The need for social network analysis for the investigation of affective variables in second language acquisition

Wang

2022

Front. Psychol.

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Considering the inherent developmental nature of language learners’ affective variables (e.g., their motivation, grit, foreign language enjoyment, and boredom), nuances of the development of these constructs need to be approached from a complex dynamic systems theory (CDST) perspective. Among the qualitative research methodologies compatible with the CDST is the social network analysis (SNA) with the interconnectedness and interdependence of systems within a social network at its core. In this article, an overall introduction to SNA is presented first and then followed by a review of the limited existing literature on second language acquisition (SLA) studies. Then, I argue why this innovative research method is suitable to investigate the dynamic nature of L2 learners’ affective variables in the social network of classroom learning. I also suggest several relevant research questions that can potentially be formulated and answered using the SNA. The article ends with conclusive remarks on the need for a more extensive use of innovative CDST-compatible research methods such as SNA in the prospective SLA line of research.

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“…Thus, inspired by the CDST, some emerging research methods have been recently used in the L2 affective domain which are consistent with the CDST framework. Some of these emerging methods in the L2 affective domain are retrodictive qualitative modeling, the idiodynamic method, self-organizing maps, Q-methodology ( Kruk et al, 2022 ), process-tracing ( Yazdanmehr et al, 2021 ), ecological momentary assessment, and experience sampling method. What derived the application of these methods in the L2 affective domain is rooted in the problem-driven approach of CDST to inquiry which appreciates the expansion of the methodological repertoires in a given academic domain.…”

Section: Introductionmentioning

confidence: 99%

In search of well-established evaluative criteria for the emerging qualitative methods of L2 affective variables

Jiayi

2022

Front. Psychol.

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Qualitative research is marked by context sensitivity with an inclusion of the participants’ points of view and setting, how they can affect how participants feel and how this feeling is captured and interpreted by researchers (Yardley, 2017). This is the value of exploring affective variables through qualitative research. The present study focuses on the qualitative studies of L2 affective variables in recent years led by the complexity dynamic systems theory (CDST). This new line of research has employed innovative research methods compatible with the CDST, and has had useful findings. Yet, they seem to lack rigor and systematicity of research. Thus, this observed lack of consistency is problematized in the present study and attempts are made to set evaluative criteria for the judgment of the burgeoning studies and guiding the future line of qualitative and dynamic inquiry in the L2 affective domain. To this aim, the different sets of evaluative criteria proposed for qualitative research are derived from the mostly cited scholars in the research methodology. The relevance of each to the dynamic qualitative investigations of L2 affective variables is discussed. Then these evaluative criteria are abstracted and put forth for the qualitative research in the dynamic phase of second language acquisition (SLA) research. The overall goal is to guide future researchers with an interest in investigating the dynamic and developmental nature of L2 affective variables qualitatively. These evaluative criteria can pave the way for the emergence of more rigorous and systematic qualitative studies of L2 affective factors in the future.

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A process tracing study of the dynamic patterns of boredom in an online L3 course of German during COVID‐19 pandemic

Cited by 41 publications

References 44 publications

Teaching and learning languages online: Challenges and responses

Teaching and learning languages online: Challenges and responses

The need for social network analysis for the investigation of affective variables in second language acquisition

In search of well-established evaluative criteria for the emerging qualitative methods of L2 affective variables

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