scholarly journals Taking a Fresh Look at Foreign Language Enjoyment Research in SLA: Current Status, Future Directions, and Pedagogical Implications

2022 ◽  
Vol 12 ◽  
Author(s):  
Yunxian Guo ◽  
Yexiang Qiu
Keyword(s):  
Foreign Language ◽  
Positive Emotion ◽  
Teacher Educators ◽  
Critical Role ◽  
Language Education ◽  
Critical Factor ◽  
Well Being ◽  
Value Theory ◽  
Current Status ◽  
Future Research

Foreign Language Enjoyment (FLE), as the most prevalent positive emotion predicting L2 learners' academic performance and well-being, and a critical factor contributing to the creation of positive micro-institutions (e.g., the classrooms), has received remarkable scholarly attention across the globe in the past eight years. Despite the fact that FLE is the most extensively investigated positive emotion and extant research has yielded rich and invaluable findings, it is far from being adequately studied, leaving vast lacunas to be explored. Therefore, this conceptual review article is written to familiarize language education researchers, practitioners, instructors, and learners with the current status of FLE research and its potential applications in L2 education, and suggest potential avenues for future research. To this aim, by making a diachronical and synchronical delineation of extant literature with regard to the conceptualization and theorization of FLE, and the methodology of FLE research, we argue that it is incumbent on researchers to make a new line of enquiry into the actualization of the ascertained affordances of FLE and its transmission in the microsystem of the classroom. Subsequently, by drawing on the broaden-and-build theory and the control-value theory, we highlight the significance of conducting FLE research with theoretical triangulation and methodological diversity to validate the data and minimum bias. Next, while highlighting the critical role of FLE in L2 education, we suggest some pedagogical implications with the hope of enlightening the practice of key stakeholders such as instructors, teacher educators, and teacher recruiters. In the end, the limitations of existing literature are explicated, and avenues for future studies on FLE in L2 education domain are put forward for interested researchers.

scholarly journals Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions

2021 ◽  
Vol 12 ◽  
Author(s):  
Yongliang Wang ◽  
Ali Derakhshan ◽  
Lawrence Jun Zhang
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Positive Emotions ◽  
Language Education ◽  
Well Being ◽  
Current Status ◽  
Future Research ◽  
Education Systems ◽  
Learning And Teaching ◽  
L2 Learning

In addressing the recent special issue in Frontiers in Psychology, namely “Positive Psychology in Foreign and Second Language Education: Approaches and Applications,” calling language education researchers around the globe to study positive emotions, positive personality traits, and positive institutional tendencies and their implications for language education systems, stakeholders, and policy practices, the present conceptual review paper aims to acquaint language education researchers, practitioners, instructors, and learners with the main tenets of positive psychology and their application in second/foreign language (L2) education research. Accordingly, by drawing on the broaden-and-build theory of positive emotions, we explain how individuals' positivity can result in their flourishment and development in any aspect of life, including L2 learning and teaching. Then, we introduce and conceptualize seven instances of positive psychology variables, namely academic engagement, emotion regulation, enjoyment, grit, loving pedagogy, resilience, and well-being and explain how these positive factors contribute to desirable L2 learning and teaching experiences. Subsequently, potential theoretical and pedagogical implications are drawn to enhance the quality and effectiveness of language education systems and their respective stakeholders. In the end, the limitations of the studies in this area are explicated, and suggestions for future research are provided to expand the extant literature on positive psychology in the domain of L2 education.

scholarly journals PSYCHOGEOGRAPHICAL EXPERIENCE BETWEEN THE SELF AND THE PLACE

2022 ◽  
Vol 7 (1) ◽  
pp. 243-263
Author(s):  
Mohd Fadhli Shah Khaidzir ◽  
Ruzy Suliza Hashim ◽  
Noraini Md. Yusof
Keyword(s):  
Critical Role ◽  
Critical Factor ◽  
The Self ◽  
Future Research ◽  
Future Studies ◽  
Place Meaning ◽  
Solid Foundation ◽  
Self Discovery ◽  
Attachment Place

Background and Purpose: The absence of psychogeographical awareness is a critical factor contributing to the lackadaisical attitudes towards the place and its environment. As a result, it enables an individual to fully experience a location, both physically and intellectually, while also gaining a feeling of self-discovery and self-realisation.   Methodology: The purpose of this study was to examine the responses of a group of individuals who participated in a field observation. 40 participants from a Malaysian university's foundation level were brought to Malacca to experience the environment's geographical scenery at their own leisure. The survey data was then manually transcribed and analysed in accordance with the study's aim.   Findings: Interactions with individuals and observation of features in the countryside and urban surroundings enabled participants to go on a psychogeographical journey that influenced their way of thinking and behaving. All participants felt that the journey had influenced their experiences and perspectives on their thinking and behaviour, highlighting the critical role of this notion in establishing the connection between place and self.   Contributions:  The findings of this study provide a solid foundation for future research in the field of psychogeography. The data may be used as a baseline for future studies to determine whether a comparable impact exists in other locations, with or without significant features like those found in Malacca.   Keywords: Psychogeography, place attachment, place meaning, self-discovery, Malacca.   Cite as: Khaidzir, M. F. S., Hashim, R. S., & Md. Yusof, N. (2022). Psychogeographical experience between the self and the place.  Journal of Nusantara Studies, 7(1), 243-263. http://dx.doi.org/10.24200/jonus.vol7iss1pp243-263

scholarly journals Under the skin of truancy in Aotearoa (New Zealand): A grounded theory study of young people’s perspectives

2021 ◽  
Author(s):  
◽  
Delia Baskerville
Keyword(s):  
Grounded Theory ◽  
Teacher Educators ◽  
School Connectedness ◽  
Well Being ◽  
Process Theory ◽  
Future Research ◽  
Theory Approach ◽  
Student Attendance ◽  
School Students ◽  
Teacher Student

<p>Truancy is a longstanding, unresolved educational issue in countries where there are compulsory attendance policies. Taking time out from class without permission is illegal and negatively influences future functioning for students who truant in regards to employment, family and community. Truancy represents a long-term cost to society in expenditure on health, well-being and incarceration.  Previous research has focused on key demographic variables related to truancy, causal factors, and a variety of viewpoints. However, there has been a paucity of evidence about truancy from student perspectives. Therefore, the purpose of this research was twofold; (1) to investigate how secondary school students who truant constructed meaning about their experiences, and (2) to develop a substantive theory that identified how participants constructed the processes involved in truanting. This thesis used a grounded theory approach, concurrently gathering and analysing data generated through interviews with 13 young people from three schools and an activity centre.  Students in the study referred to truanting as wagging. In respect of this, the study presents a process theory of wagging which identifies four stages: Wagging-in-class; leaving; awakening, and reincluding. The study contributes to truancy scholarship in several ways, which include the experiences and challenges occurring in class and in their personal lives that contribute to youth truanting; how youth reposition themselves when they truant; the nature of their interactions and the group they truant with; what causes them to realise there is no future value in truanting; the conditions that support them to reintegrate in class after truanting; and why they are able to return and attend school regularly after truanting.  Further findings indicate that teacher intentional behaviours and student willingness to change are necessary to support the further development of inclusive practices in schools required to address truancy. The recommendations made for school leaders, teachers, counsellors, teacher educators and policy makers include four suggestions: (1) building teacher-student rapport, links with whānau, and school connectedness; (2) more proactive, sustained and consistent monitoring of student attendance; (3) reviewing school systems to foster inclusiveness and student attendance; and (4) providing a strong focus on inclusiveness within teacher education and professional development programmes. Future research and development opportunities are also identified, for example, the design of an ethnodrama to disseminate the results of this study and to heighten awareness of the dangers of wagging to students and the community. The intention is also to research the audience reactions and responses to the ethnodrama. This thesis also draws attention to the need for further studies to replicate the design features of the present study in other contexts so as to confirm, modify, extend or challenge the process theory of wagging that has emerged from this research.</p>

scholarly journals Exploring Peacebuilding Strategies to Develop Teacher-Student Interpersonal Relationships in English as a Foreign Language/English as a Second Language Classrooms

2021 ◽  
Vol 12 ◽  
Author(s):  
Jiangtao Fu
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Interpersonal Relationships ◽  
Self Regulation ◽  
Language Education ◽  
Future Research ◽  
Teacher Student ◽  
Multiple Dimensions ◽  
Whole Person ◽  
Language Classrooms

In the conflict-affected era, there is now an urgent need for a peaceful world. Although the relevance of peace in language education, within English as a second language (ESL) or English as a foreign language (EFL), may seem irrelevant to some, the language of peace utilizes an interdisciplinary method that supports students in creating more reasonable discussions. Alternatively, the attention of language teaching is just on the development of cognition in preference to emotions, whereas methods that sustain the theory of the whole person through positive psychology should be presupposed. This review seeks to explore the connection between multiple dimensions of peace and the certain strategies and activities that can be implemented to build peace in EFL/ESL classrooms. Further, the related strategies on the issues, such as self-regulation, engagement, mindfulness, and motivations, are proposed. In a nutshell, the implications of peacebuilding for teachers, teacher-trainers, and future researchers are presented, and new directions for future research are set out.

Foreign Language Education in Japan

2020 ◽  
Author(s):  
Ryuko Kubota
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Learning Opportunities ◽  
Foreign Language Education ◽  
Target Language ◽  
Current Status ◽  
Early 21St Century ◽  
Learning English

Historically, foreign language education in Japan has been influenced by local and global conditions. Of the two major purposes of learning a language—to gain new knowledge from overseas and to develop practical communication skills—the latter pragmatic orientation became dominant toward the end the 19th century, when access to foreign language learning increased and English became a dominant language to learn. The trend of learning English as an international language for pragmatic purposes has been further strengthened since the 1980s under the discourses of internationalization and neoliberal globalization. An overview of the current status of foreign language education reveals that there are both formal and non-formal learning opportunities for people of all ages; English predominates as a target language although fewer opportunities to learn other languages exist; English is taught at primary and secondary schools and universities with an emphasis on acquiring communicative skills, although the exam-oriented instructional practices contradict the official goal; and adults learn foreign languages, mainly English, for various reasons, including career advancement and hobbyist enjoyment. Such observations include contestations and contradictions. For instance, there have been debates on whether the major aim of learning English should be pragmatic or intellectual. These debates have taken place against the backdrop of the fact that the learning of a foreign language—de facto English—is much more prevalent in society in the early 21st century compared with previous periods in history, when access to learning opportunities was limited to elites. Another contradiction is between the multilingual reality in local and global communities and the exclusive emphasis on teaching English. This gap can be critically analyzed through a critical realist lens, through which multilayers of ideology in discourses and realities in the material world are examined. The predominance of English is driven by a neoliberal ideology that conceptualizes English as a global language with economic benefit, while testing and shadow education enterprises perpetuate the emphasis on English language teaching. The political economy of foreign language education also explains the longstanding socioeconomic disparity in English ability.

Integrating Recent CALL Innovations into Flipped Instruction

2017 ◽  
pp. 161-167 ◽  
Author(s):  
Edo Forsythe
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Future Research ◽  
Flipped Learning ◽  
Flipped Instruction ◽  
Language Classroom ◽  
The World ◽  
Foreign Language Classroom ◽  
Educational Methodology

With flipped learning becoming a normalized part of foreign language educational methodology, it is important to understand its past so that we, as teachers, can consider the future. This chapter reviews the pedagogical basis supporting flipped learning and discusses the recent research into the use of flipped learning methodology, primarily in the foreign language classroom. This survey encompasses studies done in Japan and around the world. Recent studies were analyzed to develop general guidelines for how to flip instruction, which are provided herein with suggestions for administrators to institutionalize the practice of flipped education. This chapter concludes with suggestions for future research into the field of flipped learning in foreign language education.

Integrating Recent CALL Innovations into Flipped Instruction

2016 ◽  
pp. 270-277
Author(s):  
Edo Forsythe
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Future Research ◽  
Flipped Learning ◽  
Flipped Instruction ◽  
Language Classroom ◽  
The World ◽  
Foreign Language Classroom ◽  
Educational Methodology

With flipped learning becoming a normalized part of foreign language educational methodology, it is important to understand its past so that we, as teachers, can consider the future. This chapter reviews the pedagogical basis supporting flipped learning and discusses the recent research into the use of flipped learning methodology, primarily in the foreign language classroom. This survey encompasses studies done in Japan and around the world. Recent studies were analyzed to develop general guidelines for how to flip instruction, which are provided herein with suggestions for administrators to institutionalize the practice of flipped education. This chapter concludes with suggestions for future research into the field of flipped learning in foreign language education.

scholarly journals A Systematic Review of Artificial Intelligence and Robots in Value Co-creation: Current Status and Future Research Avenues

2018 ◽  
Vol 4 (2) ◽  
pp. 211-228 ◽  
Author(s):  
Valtteri Kaartemo ◽  
Anu Helkkula
Keyword(s):  
Artificial Intelligence ◽  
Science And Technology Studies ◽  
Service Providers ◽  
Actor Network Theory ◽  
Well Being ◽  
Customer Engagement ◽  
Current Status ◽  
Service Research ◽  
Future Research ◽  
Resource Integration

As artificial intelligence (AI) and robots are increasingly taking place in practical service solutions, it is necessary to understand technology in value co-creation. We conducted a systematic literature review on the topic to advance theoretical analysis of AI and robots in value co-creation. By systematically reviewing 61 AI and robotics articles, which have been published in top marketing and service research journals, we identified four themes in literature, namely, generic field advancement, supporting service providers, enabling resource integration between service providers and beneficiaries, and supporting beneficiaries’ well-being. With the identification of the first set of literature on AI and robots in value co-creation, we push forward an important sub-field of value co-creation literature. In addition, to advance the field, we suggest building on actor–network theory and science and technology studies to understand the agency of technology in value co-creation. Considering that technology has agency, it opens new interesting research avenues around shopping bots and human-to-non-human frontline interaction that are likely to influence resource integration, customer engagement and value co-creation in the future. We also encourage our colleagues to conduct postphenomenological research to be better geared for analysing how technology (including AI and robots) mediates the individual experience of value.

scholarly journals Shaping the quality of second language learning: Students’ perspective

2018 ◽  
Vol 48 ◽  
pp. 01071
Author(s):  
Irina M. Solodkova ◽  
Elena V. Grigorieva ◽  
Liliya R. Ismagilova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Oral Communication ◽  
Well Being ◽  
Foreign Language Education ◽  
Two Phase ◽  
Learning And Teaching

The paper dwells on the problem of identifying the most crucial factors affecting the quality of foreign language learning from the students’ perspective. Quality foreign language education is a disputable issue in 21 century due to the increased global workforce competition. Human capital has a great impact on education as an important factor in shaping a new quality of country’s economy and well-being of society. Foreign language skill is an integral component of highly qualified professionals as the global economic processes make them participate in cross-border business communication. In these conditions the aim of higher education establishments is to provide quality of language learning and teaching that allows future specialists not to distort the meaning in written and oral communication within their professional framework. The two-phase survey conducted among 67 students of the Institute of Management, Economics and Finance of the Kazan Federal University provided with quantitative data. The respondents ranked differently the factors determining the quality of language learning and teaching responses after two years of completing their foreign language education and were generally satisfied with the quality of service rendered. The obtained results give optimistic forecasts regarding the improvement of foreign language education and help reconsider the way of teaching a foreign language basing on the chosen factors.

scholarly journals Under the skin of truancy in Aotearoa (New Zealand): A grounded theory study of young people’s perspectives

2021 ◽  
Author(s):  
◽  
Delia Baskerville
Keyword(s):  
Grounded Theory ◽  
Teacher Educators ◽  
School Connectedness ◽  
Well Being ◽  
Process Theory ◽  
Future Research ◽  
Theory Approach ◽  
Student Attendance ◽  
School Students ◽  
Teacher Student

<p>Truancy is a longstanding, unresolved educational issue in countries where there are compulsory attendance policies. Taking time out from class without permission is illegal and negatively influences future functioning for students who truant in regards to employment, family and community. Truancy represents a long-term cost to society in expenditure on health, well-being and incarceration.  Previous research has focused on key demographic variables related to truancy, causal factors, and a variety of viewpoints. However, there has been a paucity of evidence about truancy from student perspectives. Therefore, the purpose of this research was twofold; (1) to investigate how secondary school students who truant constructed meaning about their experiences, and (2) to develop a substantive theory that identified how participants constructed the processes involved in truanting. This thesis used a grounded theory approach, concurrently gathering and analysing data generated through interviews with 13 young people from three schools and an activity centre.  Students in the study referred to truanting as wagging. In respect of this, the study presents a process theory of wagging which identifies four stages: Wagging-in-class; leaving; awakening, and reincluding. The study contributes to truancy scholarship in several ways, which include the experiences and challenges occurring in class and in their personal lives that contribute to youth truanting; how youth reposition themselves when they truant; the nature of their interactions and the group they truant with; what causes them to realise there is no future value in truanting; the conditions that support them to reintegrate in class after truanting; and why they are able to return and attend school regularly after truanting.  Further findings indicate that teacher intentional behaviours and student willingness to change are necessary to support the further development of inclusive practices in schools required to address truancy. The recommendations made for school leaders, teachers, counsellors, teacher educators and policy makers include four suggestions: (1) building teacher-student rapport, links with whānau, and school connectedness; (2) more proactive, sustained and consistent monitoring of student attendance; (3) reviewing school systems to foster inclusiveness and student attendance; and (4) providing a strong focus on inclusiveness within teacher education and professional development programmes. Future research and development opportunities are also identified, for example, the design of an ethnodrama to disseminate the results of this study and to heighten awareness of the dangers of wagging to students and the community. The intention is also to research the audience reactions and responses to the ethnodrama. This thesis also draws attention to the need for further studies to replicate the design features of the present study in other contexts so as to confirm, modify, extend or challenge the process theory of wagging that has emerged from this research.</p>

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