Results 71 to 80 of about 5,432 (270)

Mapping Theoretical Frameworks of Positive Psychology in Second Language Acquisition Research: A Scoping Review. [PDF]

Psych J
ABSTRACT Positive psychology (PP) has become a key perspective in second language acquisition (SLA), with growing attention to learners' emotions, motivation, engagement, well‐being, and self‐regulation. However, existing PP–SLA studies have not been sufficiently mapped in terms of how theoretical frameworks are selected, classified, and ...
Gao K, Zhang J.
europepmc   +2 more sources

Pre‐task Vocabulary Support Enhances Lexical Learning but Dampens Positive Emotions: Interactive Task Implementation in English‐as‐a‐Foreign‐Language Classroom

TESOL Quarterly, EarlyView.
Abstract This classroom study explored the effects of vocabulary support on collocation learning and affective responses in task‐based language teaching (TBLT) among English‐as‐a‐foreign‐language (EFL) learners at a Japanese university. For this purpose, 68 EFL learners completed two interactive information‐gap tasks under either vocabulary‐support or ...
Yuichi Suzuki, Sachiko Nakamura
wiley   +1 more source

Examination of foreign language classroom anxiety and achievement in foreign language in Turkish University students in terms of various variables [PDF]

, 2016
This correlational survey study aimed to investigate whether the Turkish prep-class students’ foreign language classroom anxiety levels and foreign language achievement significantly differ in terms of such variables as their gender, their experience ...
Doğan, Yunus, Tuncer, Murat
core   +1 more source

Subjectification and Chronotopes in Early‐Career TESOL Teachers' Professional Development in Japan

TESOL Quarterly, EarlyView.
Abstract This study presents case studies of three early‐career secondary TESOL teachers in Japan, focusing on their professional development experiences. Their narratives were collected in two phases: (1) reflective reports submitted by the teachers during the fourth year of their teacher training, which included reflections on their previous L2 ...
Yoshiyuki Nakata, Xuesong (Andy) Gao, Takahiro Miyazaki   +2 more
wiley   +1 more source

Investigating the Underlying Constructs of the Foreign Language Classroom Anxiety Scale

, 2020
Foreign language anxiety has been the subject of research for many years as one of the individual factors affecting the language learning process. In this study, the factor structure of Foreign Language Anxiety Scale was examined in the context of Turkey.
Eylem ORUÇ, Oruç, Eylem, Cavide DEMİRCİ, Demirci, Cavide   +3 more
core   +1 more source

An Overview on Speaking Anxiety in Foreign Language Classroom: Level of Speaking Anxiety, Gender, and Factors

, 2022
Language anxiety has become a prevalent problem for students of foreign languages as a second language, and extensive study is being conducted to investigate the association between language anxiety and speaking skills.
Mhd Rusdi, Muhammad Irfan, Amat Suparia, Fariz Azzuan, Abdullah, Ibrahim, Ghazuddin, Farhana, Mohammed Raffi, Muhammad Syaffiq   +4 more
core   +1 more source

Becoming a TESOL Practitioner: Disciplinary Languaging and the Socialization of International Students in UK Higher Education

TESOL Quarterly, EarlyView.
Abstract This article proposes the concept of disciplinary languaging to account for the regulated forms of communication that are characteristic of TESOL master's preparatory programs in the UK. It does so with a view to the effects on the socialization of international students who are attracted by the global promotion of such programs and the ...
Yunpeng Du, Miguel Pérez‐Milans
wiley   +1 more source

Foreign language anxiety : the case of young learners of English in Swedish primary classrooms

, 2019
Although foreign language anxiety is a widely studied construct assumed to develop from negative experiences of language instruction, few researchers have focused on young learners in this regard. This multiple case study investigates levels and triggers
Nilsson, Maria, Nilsson, Maria,
core   +1 more source

Enhancing General and Academic L2 Writing Complexity Through Dialogue Journal Writing: The Role of Learners' Motivational Beliefs

TESOL Quarterly, EarlyView.
Abstract Writing is crucial in tertiary education, yet enhancing the complexity of academic writing presents significant challenges for second language (L2) learners. This study explores the potential of dialogue journal writing (DJW), an interactive and low‐stress classroom activity, to enhance writing complexity among novice L2 writers.
Barry Lee Reynolds, Xiaoke Bai, Brian V. Rusk   +2 more
wiley   +1 more source

Teachers' Reactions to Foreign Language Learner Output [PDF]

, 2009
[eng] "Teachers' Reactions to Foreign Language Learner Output" BY: Leticia Vicente-Rasoamalala TEXT: A series of theoretical and practical educational studies have suggested that learners need teacher assistance to progress in their learning.
Vicente-Rasoamalala, Leticia
core