Les effets d'une posture plurilingue de l'écriture collaborative sur l'expérience émotionnelle d’apprenantes créolophones et la qualité de leurs productions écrites

Author(s):  
Marie Christelle Couyavah ◽  
Michael Zuniga

The purpose of this research was to determine, first, how a plurilingual or monolingual posture adopted during a collaborative writing task influences the emotional experience of Creole learners of French as a second language (FL2), and second, how this emotional experience interacts with the quality of the written production. To this end, 39 FL2 Creole-speaking learners collaboratively wrote texts under two experimental conditions: one imposing the exclusive use of FL2 during the collaborative activity and the other allowing free choice as to the languages to be used. After each task, participants individually answered a self-evaluation questionnaire to measure their emotional state while doing the task. In order to establish a relationship between the emotions experienced by the learners and their writing performance, the texts from both conditions were evaluated using an analytical rubric. The results showed that the participants experienced more positive emotions when they were free to use all their linguistic resources, including their native language (L1). Thus, their emotional experience was significantly more positive in the condition without linguistic constraints. While having access to L1 use contributed to a more positive learning climate, obligatory second language (L2) use was primarily associated with tension and anxiety. Also, participants who experienced positive emotions, regardless of the task, wrote better texts and scored highest on overall quality.

2016 ◽  
Vol 6 (4) ◽  
pp. 767 ◽  
Author(s):  
Moussa Ahmadian ◽  
Sajjad Pouromid ◽  
Mehdi Nickkhah

The role of the learners’ first language (L1) in learning second language (L2) writing has recently become a focus in SLA research. There have been many studies focusing on different aspects of this phenomenon. The results of these studies have shown how L1 use may play facilitative roles in producing writing in the second language. Many variables, such as task type and language proficiency, have also been studied in this regard. Yet, there seems to be a paucity of research on whether L1 use can significantly improve the quality of written productions in L2. The present study was therefore designed to peruse this question and find what aspects of writing may improve with L1 use. To this end, the written productions of 36 Persian-speaking intermediate English learners writing an argumentative paragraph were analyzed. 6 of the 12 groups were asked to collaborate in their first language and the others were limited to using the second language in their collaborations. The results of statistical comparisons between the first language and second language groups revealed that L1 use can significantly improve the overall score gained by the L2 writers. It was also found that L1 use improves the quality of L2 written productions in terms of organization/unity, development, structure, and mechanics.


2019 ◽  
pp. 136216881985991 ◽  
Author(s):  
Meixiu Zhang

Despite previous research suggesting that first language (L1) use fulfills important functions in collaborative writing (CW) tasks, research has yet to examine whether L1 or second language (L2) use may lead to variation in the lexico-grammatical aspects of learners’ collaborative texts and the pair talk. Using a corpus-based approach, this study examined how interacting in the L1 or the L2 during CW tasks influenced the use of lexico-grammatical features in learners’ co-constructed texts and the focus areas of their pair talk. The results suggest that L1 interaction significantly facilitates the production of lexico-grammatical features typical of academic writing in learners’ co-constructed texts. Additionally, compared with L2 interaction, L1 interaction allows learners to focus more on language and task management in pair talk. Methodological and pedagogical implications are discussed.


1995 ◽  
Vol 16 (2) ◽  
pp. 117-126 ◽  
Author(s):  
J. RON NELSON ◽  
DEBORAH J. SMITH ◽  
GEOFF COLVIN

The trend in elementary schools to shift recess supervision from certified staff to classified staff has weakened the quality of recess supervision. One approach to remedy this problem is to rely more on the students themselves. The purpose of this study is twofold: (a) to investigate the effects of a self-evaluation procedure on the recess behavior of students with behavior problems and (b) to determine whether the use of peers in the procedure facilitates the generalization of behavioral gains. Following the baseline, a peer-mediated self-evaluation procedure was introduced in the morning recess period according to the time-lagged procedures required by a multiple baseline across subjects design. Results revealed that the procedure produced clear improvements in the recess behavior of the target students. These improvements were maintained throughout all experimental conditions as the self-evaluation procedure was systematically faded. In addition, the treatment effects generalized to an afternoon recess period.


2020 ◽  
Vol 16 (4) ◽  
pp. 561-587
Author(s):  
Stefania Balzarotti ◽  
Stefano Cesana ◽  
Federica Biassoni ◽  
Maria R. Ciceri

Although research has so far consistently revealed that using suppression to regulate emotions has adverse personal and social effects, it has been argued that suppression may be less detrimental within non-close relationships. In the present work, we examined the effects of experimentally induced suppression on expressive behavior, emotional experience, and social outcomes within task-oriented interactions between individuals randomly assigned to high/low vs. equal power positions. Eighty-eight participants were randomly paired with a partner of the same gender (forty-four dyads). After being randomly assigned to one of four experimental conditions created to manipulate suppression use and power, each dyad was asked to complete two problem-solving tasks. The results showed that the participants who were assigned to the subordinate (low-power) role and who used suppression to regulate their emotions reported more negative emotional experience than did individuals assigned to equal-power roles, as well as more inauthenticity and diminished feelings of rapport compared to subordinates who freely expressed their feelings. Moreover, we found that the use of suppression also influenced participants assigned to the manager (high-power) role, as they exhibited less positive behavior, reported less positive experience and lower feelings of rapport when interacting with a partner asked to suppress. When individuals were assigned to equal power roles, the participants instructed to use suppression reported lower levels of positive emotions than did their partners as well as higher feelings of inauthenticity compared to uninstructed participants. Overall, these findings seem to suggest that suppression may impair task-oriented interactions between high/low power individuals more than interactions between individuals sharing equal power.


2021 ◽  
Vol 11 (1) ◽  
pp. 153-173
Author(s):  
Peter Reilly

Abstract Research indicates that investigation into the role of emotions during the process of second language acquisition (SLA) has lagged behind the work of educational psychologists. Experts in the area of achievement emotions have suggested that SLA researchers have limited their examination mostly to the role of anxiety and enjoyment. Consequently, an action research project was carried out, first, to determine whether emotions in addition to anxiety and enjoyment tend to arise when learning a second language (L2). Second, 13 advanced English as a foreign language (EFL) learners at a university in Mexico participated in 4 tasks as part of their class over the first 9 weeks of the semester, and subsequently were interviewed about their emotional experience. The tasks included a 45-s mindfulness activity, a reflection designed to promote a growth mindset, a discussion of a famous bilingual individual, and free voluntary reading. The findings revealed that a variety of achievement emotions emerged during the course, and in particular, in response to the learning tasks. It was concluded that not only can SLA researchers benefit from the strides made in psychology regarding emotions, but also that L2 educators should help L2 students experience pleasant achievement emotions by including activities of the sort described in this study.


2006 ◽  
Vol 65 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Christina Stadler ◽  
Sonja Rohrmann ◽  
Sibylle Steuber ◽  
Fritz Poustka

In this study, the effects of an experimental-induced provocation on emotions and aggression were examined in 34 aggressive conduct-disordered children using a competitive reaction time paradigm. Two experimental conditions were created, an increasing provocation and a low constant provocation condition. Self-rated anger was assessed directly after provocation on a 5-point-visual scale. In addition, negative and positive emotions as well as physiological measures (heart rate and skin conductance level) were measured at baseline and after provocation. Results revealed that participants’ aggressive behaviour and subjective emotions differed as a function of the opponent’s level of provocation. Concerning physiological parameters, no significant differences were found between the experimental conditions. These results suggest that affective, but not physiological variables characterize reactive aggression in conduct-disordered children.


2015 ◽  
Vol 4 (2and3) ◽  
Author(s):  
Vibhuti Gupta ◽  
Devalina

The broaden-and-build theory of positive emotions postulated by Barbara L. Fredrickson proposes that emotions like joy, interest, contentment, and love enable an individual to broaden his/her patterns of thinking and acting, which in turn build the personal coping resources, whether intellectual, physical, social, or psychological, by way of creating novel ideas, actions or social relationships. This paper is a review of 15 empirical studies carried out during 1998-2012 that support the contributions of this theory to the creation of a healthy workplace by fostering positive emotions in employees. Positive emotions were found to be pivotal in enhancing employee performance, encouraging innovation and creativity that result in sustainable business practices, helping organizations make good decisions, facilitating work-flow and motivation, developing authentic and charismatic leadership styles, job enrichment, better team performance, and satisfactory customer relations. A link between positive emotions and an upward spiral of personal and organizational resources has also been established where positive self-evaluation, development of resilience, a climate of social support, layout of clearer goals, high quality social-interaction, good health and productivity of workers have been found to promote effective coping.


2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 292.2-293
Author(s):  
S. Battista ◽  
M. Manoni ◽  
A. Dell’isola ◽  
M. Englund ◽  
A. Palese ◽  
...  

Background:The care process is often a complex and intimate process experienced by patients. Osteoarthritis (OA) care is usually characterised by multimodal interventions that consider the broader array of symptoms and functional limitations and often require a high level of patients’ compliance. Despite efforts to improve the quality of care of patients suffering from OA, and the publication of state-of-the-art clinical practice guidelines [1], the quality of the care process, as experienced by patients, seems to be suboptimal [2]. Hence, it is essential to investigate how patients experience this process to highlight potential elements that can enhance or spoil it to optimise the care quality.Objectives:To explore the patients’ experience of the received OA care process.Methods:Qualitative study, 10 semi-structured interviews were performed. The interview guide was created by a pool of healthcare professionals (physiotherapists, psychologists, nurses) and expert patients. It investigated the emotional experience, beliefs, expectations, perceived barriers and facilitators towards conservative treatments perceived by patients suffering from OA. The interviews lasted approximately one hour, were transcribed verbatim and analysed independently by two authors, who labelled their core parts to find categories and subcategories. A theme-based analysis was performed following an ecological paradigm, naturalistic epistemology, philosophy of phenomenological research.Results:Our analysis revealed 7 main categories with several subcategories (Fig. 1). 1) Uncertainty as some patients perceived treatment choice not to be based on medical evidence “there is an almost religious way of thinking on how to deal with the pathology. It is not an exact science when you choose the physicians you choose the treatment”. 2) Relationship with the self and the others as some patients did not feel understood or even shameful and hopeless about their condition. 3) Patients’ and Health Professionals’ beliefs about the pathology management where common thoughts were the perceived (ab)use of passive therapies, the movement as something dangerous and that OA is “something that you try to resist to, but (surgery) is your destiny”. 4) facilitators and 5) barriers of the adherence to therapeutic exercise that revolve around the cost of the therapy, the time needed and the willingness to change life habits. 6) Patients’ attitudes towards pathology in which the oldest patients perceive OA as “something I have to accept since I am getting old” and the youngest as “Something I have to fight”. 7) Relationship with food in which diet is seen as something that “you force yourself to follow” which is useful only to lose weight and not to preserve a high health status and where overeating is used “to eat your feelings”.Figure 1.Categories and Subcategories stemmed from the analysis of the patients’ interviewsConclusion:Patients suffering from hip and knee OA seem to experience an uncertain care process. The lack of clear explanations and the attitude towards conservative treatment, which is considered as “a pastime while waiting for surgery,” fosters the importance of providing patients with adequate information about the treatment, to shift their beliefs and improve their awareness. This will enhance a patient-centred and shared decision-making treatments.References:[1]Fernandes L, Hagen KB, Bijlsma JWJ, et al. EULAR recommendations for the non-pharmacological core management of hip and knee osteoarthritis. Ann. Rheum. Dis. 2013;72:1125–35.[2]Basedow M, Esterman A. Assessing appropriateness of osteoarthritis care using quality indicators: a systematic review. J Eval Clin Pract 2015;21:782–9.Acknowledgements:This work is part of the project funded by EULAR Health Professionals Research Grant 2020.Disclosure of Interests:None declared


2021 ◽  
pp. 019262332198965
Author(s):  
Jeffrey C. Wolf

A number of studies have investigated the potential toxicity of the analgesic agent diclofenac (DCF) in various fish species under a diverse array of experimental conditions. Reported evidence of toxicity in these investigations is often strongly reliant on morphologic end points such as histopathology, immunohistochemistry, and transmission electron microscopy. However, it may be challenging for scientists who perform environmental hazard or risk determination to fully appreciate the intricacies of these specialized endpoints. Therefore, the purpose of the current review was to critically assess the quality of morphologic data in 14 papers that described the experimental exposure of fish to DCF. Areas of focus during this review included study design, diagnostic accuracy, magnitude of reported changes, data interpretation and presentation, and the credibility of individual reported findings. Positive attributes of some studies included robust experimental designs, accurate diagnoses, and straightforward and transparent data reporting. Issues identified in certain articles included diagnostic errors, failure to account for sampling and/or observer bias, failure to evaluate findings according to sex, exaggeration of lesion severity, interstudy inconsistencies, unexplained phenomena, and incomplete or ambiguous data presentation. It is hoped that the outcome of this review will be of value for personnel involved in regulatory decision-making.


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