Towards Conceptualizing Language Learning Curiosity in SLA: An Empirical Study

Mahmoodzadeh, Masoud; Khajavy, Gholam Hassan

doi:10.1007/s10936-018-9606-3

Cited by 38 publications

(27 citation statements)

References 39 publications

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“…It is believed that when a close interpersonal bond exists between the teacher and students and a relationship of trust is formed between them, a more favorable language learning classroom environment is created, and students' foreign language enjoyment is facilitated. It is found that when students experience higher levels of enjoyment, their foreign language proficiency, performance, achievement, and willingness to communicate (Oxford, 2016;Dewaele et al, 2017;Mahmoodzadeh and Khajavy, 2019;Wei et al, 2019) are boosted. Khajavy et al (2018) approve this argument by stating that the existence of a positive classroom environment and positive emotions in language classes concurrently mitigate L2 learners' anxiety and increase their enjoyment and willingness to communicate.…”

Section: Positive Teacher Interpersonal Communication In the Foreign/second Language Classroommentioning

confidence: 99%

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

2021

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Following the recent special issue in Frontiers in Psychology, entitled “The Role of Teacher Interpersonal Variables in Students’ Academic Engagement, Success, and Motivation,” calling educational researchers worldwide to examine different teacher interpersonal communication behaviors that contribute to student-related academic outcomes, this conceptual review article is written to familiarize educational researchers, teachers, and students with main concepts in instructional communication and their role as the main pillar of successful teaching and learning processes. To this aim, by drawing on the positive psychology movement and the rhetorical and relational goal theory in instructional communication, we argue that positive teacher interpersonal communication behaviors are facilitators of a wide range of desirable student-related academic outcomes. Then, to support our argument, we provide empirical evidence. In doing so, we introduce and define seven instances of positive teacher interpersonal communication behaviors, namely teacher care, clarity, credibility, rapport with students, stroke, immediacy, and confirmation, and expound how they positively predict academic outcomes such as motivation, learning, engagement, involvement, class attendance, willingness to communicate, performance, and success in students. Subsequently, we highlight the critical role of teacher interpersonal variables in the foreign/second language classroom context. Next, we suggest some pedagogical implications with the potential to enlighten the practice of key educational stakeholders (i.e., teachers, students, teacher educators, materials developers, administrators, and teacher recruiters). At the end, the limitations in this line of research are identified, and avenues for future research on teacher interpersonal communication in both general education and language education domains are put forward for interested researchers.

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Section: Positive Teacher Interpersonal Communication In the Foreign/second Language Classroommentioning

confidence: 99%

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

2021

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“…WTC in the FL learning context can be defined as the 'probability that a person will choose to communicate, given the opportunity' (p. 150) in the target language (MacIntyre & Ayers-Glassey, 2021). WTC has long since been a popular outcome variable in applied linguistics (see Zhang, Beckmann, & Beckmann, 2018) and has recently been examined alongside FLE in a handful of studies (see Mahmoodzadeh & Khajavy, 2018;Dewaele, 2019). These studies have overwhelmingly found large positive correlations between FLE and WTC (Khajavy, MacIntyre, & Barabadi, 2018;, leading Dewaele (2019) to conclude that FL teachers may boost WTC in the FL classroom by creating a positive environment in which FLE may flourish.…”

Section: Positive Psychology and Flementioning

confidence: 99%

Taking Stock: A Meta-Analysis of the Effects of Foreign Language Enjoyment

Botes¹,

Dewaele²,

Greiff³

2021

Preprint

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Studies examining the positive emotion of foreign language enjoyment (FLE) have recently increased exponentially, as researchers are applying the tenets of positive psychology in applied linguistics. It is therefore an appropriate time to take stock of the current literature and conduct a preliminary meta-analysis. The relationships between FLE and four variables, namely, foreign language anxiety (FLA), willingness to communicate (WTC), academic achievement, and self-perceived achievement were examined. A total of k = 54 effect sizes were analysed with an overall sample size of N = 17,307 in random-effects models with correlation coefficients. There was a moderate negative correlation between FLE and FLA. In turn, moderate positive correlations were found between FLE and WTC, FLE and academic achievement, and FLE and self-perceived achievement. These positive associations confirm the value of FLE in FL learning and further affirm the need for researchers to examine positive psychology constructs in the foreign language classroom.

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“…Вторая часть -опросник о том, насколько участники согласны или не согласны с влиянием фактора любопытства (с учетом психологических аспектов, а также наблюдений и опыта преподавания в языковых классах). Третий раздел шкалы включал два вопроса: насколько часто и в каких ситуациях обучающиеся регулярно и с интересом занимаются иностранным языком [10].…”

Section: результаты и обсуждение полученных результатовunclassified

The issue of motivation for foreign languages learning in international research works: Scoping review

Tsalikova

Пахотина

2021

Obraz. nauka

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Introduction. Today, foreign language competence of a person is a necessary means of active social and professional life. Despite this, quite a lot of young people do not always have the desire to learn foreign languages. This paradox made the motivation to learn foreign languages a popular issue to research worldwide. The article presents the scoping review of international studies devoted to the issue of motivation to learn foreign languages. First of all, it is necessary to understand the research trends in the study of this issue in general, and to determine factors, which influence the lack of students' interest to learn foreign languages in particular.The aim of the present research is to outline the current focus trends and to define the gaps in international research papers aimed at investigating the issue of motivation for foreign languages learning.Methodology and research methods. The methodological framework of the current research is based on the qualitative content analysis of relevant empirical research on this issue from the periodicals indexed by the international databases Scopus and Web of Science over the last 15 years. This review will provide an understanding of the degree of knowledge of the analysed issues at the international level.Results. The research works on the issues of motivation for foreign languages learning were divided into two main categories: the research works concentrated on inner - academic and professional factors, and the works which deal with the outer - social factors of influence. Within these groups, the existing research trends and the most promising research areas were identified (for instance, the influence of peers on the motivational sphere of students). Amongst the numerous works investigating external (socio-economic) factors of influence, there is insufficient research on the influence of macro-political and macro-economic factors on the motivation for learning languages (for instance, foreign languages learning preferences). The research outcomes will contribute to understanding the factors, which influence the students' lack of interest in learning foreign languages.The scientific novelty is in the originality of the demonstrated review, which includes many scientific papers performed by scientists from all over the world and based on various research procedures. In the review, the geographical principle of data selection was not used and the publication date was not taken into account. The main selection criterion was a research paper to be published in a journal peer-reviewed by international databases over the last 15 years.Such a principle was necessary to understand research trends in the issue of motivation for mastering a foreign language competence and to determine similar (or specific) factors for different countries, which cause students' lack of interest in learning foreign languages.Practical significance. The results of the obtained analysis will give understanding of the reasons for the lack of students' motivation to study foreign languages. Moreover, it will help to find a solution to this international challenge.

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Towards Conceptualizing Language Learning Curiosity in SLA: An Empirical Study

Cited by 38 publications

References 39 publications

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

Taking Stock: A Meta-Analysis of the Effects of Foreign Language Enjoyment

The issue of motivation for foreign languages learning in international research works: Scoping review

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