Exploring EFL Learners’ Metaphorical Conceptions of Language Learning: A Multimodal Analysis

Xu, Li; Naserpour, Azam; Rezai, Afsheen; Namaziandost, Ehsan; Azizi, Zeinab

doi:10.1007/s10936-022-09842-2

Cited by 38 publications

(27 citation statements)

References 46 publications

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“…In contrast, the latter negatively affects the teaching processes to make them fossilized (Hiver and Dörnyei, 2017 ). Different factors may trigger maladaptive immunity, such as avoidance-oriented behaviors (Hiver and Dörnyei, 2017 ) or resistance to change or innovation (Bullough and Hall-Kenyon, 2012 ; Xu et al, 2022 ). Productive immunity influences teachers' thinking style, acting in social contexts, as well as professional identity (Hiver, 2017 ; Hiver and Dörnyei, 2017 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Modeling the role of emotion regulation and critical thinking in immunity in higher education

Heydarnejad²,

Azizi³

et al. 2022

Front. Psychol.

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It is deemed that the effectiveness of teachers is highly entangled with psycho-emotional constructs, such as critical thinking (CT), emotion regulation (ER), and immunity. Despite the potential roles of CR, ER, and immunity, their possible relationships have remained unexplored in the higher education context of Iran. To fill in this lacuna, this study explored the potential role of CT and ER in university teachers' immunity in the Iranian higher education context. For this purpose, a total of 293 English university teachers were selected using a convenience sampling method. They were invited to fill out the Watson–Glaser Critical Thinking Appraisal-Form, Language Teacher Emotion Regulation Inventory, and Language Teacher Immunity Instrument. The findings of path analysis indicated that the university teachers with higher CT were more productively immunized. Moreover, the results revealed that ER could predict the university teachers' immunity. The findings of the study lead to this implication that higher order thinking skills, emotion regulatory strategies, and immune enhancement should be incorporated into educational programs of higher education.

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Section: Literature Reviewmentioning

confidence: 99%

Modeling the role of emotion regulation and critical thinking in immunity in higher education

Heydarnejad²,

Azizi³

et al. 2022

Front. Psychol.

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“…In actual fact, it is a stronger predictor of success or failure than other psychological factors (Sun et al, 2021). L2 learners with higher self-efficacy make more efforts in doing the required tasks and are more tenacious (Bandura, 1986;Pajares, 2000;Azizi et al, 2022b;Xu et al, 2022). Self-efficacy can affect L2 learners' emotions.…”

Section: Review Of Literaturementioning

confidence: 99%

Fostering EFL learners’ motivation, anxiety, and self-efficacy through computer-assisted language learning- and mobile-assisted language learning-based instructions

et al. 2022

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In the literature, a mass of studies have inspected the effects of computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) on Iranian English as a Foreign Language (EFL) learners’ achievement. However, the effects of CALL and MALL on psychological factors, such as motivation, anxiety, and self-efficacy, have largely remained unexplored. Thus, this study explored the effects of CALL and MALL, and face-to-face (FTF) learning environments on Iranian EFL learners’ motivation, anxiety, and self-efficacy. To this aim, using a random sampling method, a total of 137 male EFL intermediate learners were selected and homogenized using the Oxford Quick Placement Test (OQPT). Based on the test scores, a total of 90 EFL learners were selected and randomly assigned to three groups, namely, CALL (n = 30), MALL (n = 30), and FTF (n = 30). Then, the participants’ motivation, anxiety, and self-efficacy were gauged prior to the instructions. Afterward, they received CALL-based, MALL-based, and conventional instructions which lasted 25 1-h sessions held twice a week. At the end of the instructions, the participants’ motivation, anxiety, and self-efficacy were measured again. The collected data were analyzed through a one-way MANOVA. Findings evidenced that the experimental groups’ motivation, anxiety, and self-efficacy were positively affected by the CALL-based and MALL-based instructions. However, there was not a statistically significant difference between the CALL group and MALL group concerning the gains of motivation, anxiety, and self-efficacy. In light of the findings, a range of implications is suggested for relevant stakeholders.

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“…After some time, literature established itself inside the language curriculum not as an independent or elective component but rather as an essential component. e following are some of the reasons why literature should be included in language instruction [7,8]: (1) Because it has a wealth of different sources of materials, literature is an excellent medium for providing sufficient examples, which makes it the perfect medium for building awareness of language learning. (2) Reading literature provides learners with cognitive, emotional, and practical variables that inspire them to speak the language they are learning.…”

Section: The Importance Of Poetry In Learningmentioning

confidence: 99%

“…e instructor has to motivate the learners to learn in a more open-ended manner and to take part in each activity that takes place in the classroom. Because it is the text itself that piques the attention of the learners, the choice of literature or text assumes an extremely vital role in the educational process [1].…”

Section: Introductionmentioning

confidence: 99%

A Systematic Educational-Based Review of Stories and Poems: Seeking the Voice of Young Women in Charlotte Smith’s and Anna Barbauld’s Major Works—Are There Any Implications for Educational Context?

Farhangi

2022

Education Research International

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Many researchers with an interest in the field of teaching have attempted to implement story reading and storytelling strategies in teaching oral language skills to EFL/ESL language learners as a means of extending the positive effects of storytelling and poetry on first language acquisition to second language acquisition. Numerous studies have looked at how narrative and poetry affect language abilities, but few have tried to find educational applications in well-known works of literature. To address the gap, this study was carried out to seek the voice of young women in Charlotte Smith’s and Anna Barbauld’s major works and tried to extract implications for the educational context. Charlotte Smith and Anna Barbauld, two eighteenth-century women authors, found themselves working within a literary tradition that saw Milton and Shakespeare and the poet as masculine traditions and which portrayed women as a muse for male poets. They published their works during the start of the influential Romantic Movement, which demanded an independent personality and many volumes of poetry and affected both the leading male and female writers of the day. Smith and Barbauld developed an authoritative persona to help them negotiate between societal expectations of women and those of a writer during a time when women writers were persecuted for expressing any ideas that might upset the status quo. In doing so, they challenged preconceived notions about what constitutes an authoritative voice and developed feminine poetics. This paper examines how the two poets explore the female voice, studies the challenges and problems they faced as women writers, and ponders on their influence on English literature. Additionally, this study explores how the novels of Charlotte Smith and Anna Barbauld were modified to more organically reflect aesthetic political concerns on the other side of the English Channel. This study has multiple pedagogical implications for educational environments.

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Exploring EFL Learners’ Metaphorical Conceptions of Language Learning: A Multimodal Analysis

Cited by 38 publications

References 46 publications

Modeling the role of emotion regulation and critical thinking in immunity in higher education

Modeling the role of emotion regulation and critical thinking in immunity in higher education

Fostering EFL learners’ motivation, anxiety, and self-efficacy through computer-assisted language learning- and mobile-assisted language learning-based instructions

A Systematic Educational-Based Review of Stories and Poems: Seeking the Voice of Young Women in Charlotte Smith’s and Anna Barbauld’s Major Works—Are There Any Implications for Educational Context?

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