Search results

Filters

  • Journals
  • Authors
  • Keywords
  • Date
  • Type

Search results

Number of results: 2
items per page: 25 50 75
Sort by:
Download PDF Download RIS Download Bibtex

Abstract

Despite the large number of studies conducted on teachers’ oral corrective feedback, the findings of these studies have been mainly limited to cognitive orientations rooted in experimental designs and the verbal discourse of the teacher as the main object of inquiry. Considering teachers’ affective concerns regarding their corrective feedback and the shift from negative psychology to positive psychology in the field of second/foreign language teaching as well as the entirety of the teacher’s corrective repertoire, in this case study, we aimed to explore the enjoyment building capacity of a teacher’s multimodal corrective feedback in a university general English course. We video-recorded the teacher’s multimodal corrective feedback including verbal and nonverbal semiotic resources like gesture, gaze, and posture while observing the learners’ emotional experiences for eight sessions. We also conducted stimulated recall interviews with some learners and collected their written journals about the experiences of enjoyment with regard to the teacher’s multimodal corrective feedback scenarios. The teacher’s multimodal corrective feedback was analyzed through systemic functional multimodal discourse analysis (SF-MDA) and the content of the interview transcripts as well as the written journals were qualitatively analyzed. The findings indicated that the teacher’s inherent multimodality in his corrective feedback broadened the main dimensions of enjoyment by raising the learners’ attention to their errors, heightening their focus on the correct form, and increasing the salience of his corrective feedback. Further arguments regarding the findings are discussed.

Go to article

Authors and Affiliations

Mokarrameh Bayat
Majid Elahi Shirvan
ORCID: ORCID
Elyas Barabadi
Download PDF Download RIS Download Bibtex

Abstract

Inspired by the recent avenues for longitudinal research in second language acquisition (SLA), in this study we aimed to trace changes in language mindsets over time via a curve of factors model. The data were collected from 437 adult English as a foreign language learners’ response to the Language Mindsets Index in four time points. The model fit was accepted and the invariance of the latent factor was attested over time. The findings indicated a negative covariance between the initial level language mindsets and the growth level of the construct. This finding implies that learners with a highly initial level of language mindsets experienced less change in the construct over time and those with a lower level of the construct changed their mindsets more over time. Pedagogical implications of the findings such as language teachers’ consideration of growth language mindsets interventions are discussed.
Go to article

Bibliography

Barcelos, A. M. F., & Kalaja, P. (2011). Introduction to beliefs about SLA revisited. System, 39, 281– 289.
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255.
Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self. Bristol, UK: Multilingual Matters.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Taylor & Francis.
Dweck, C. S., Chiu, C., & Hong, Y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives. Psychological Inquiry, 6, 267-285.
Dweck, C.S., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
Elahi Shirvan, M., Lou, N. M., & Taherian, T. (2021). Where do language mindsets come from? An ecological perspective on EFL students’ mindsets about L2 writing. Journal of Psycholinguistic Research, 50 (5), 1065-1086.
Ferrer, E., Balluerka, N., &Widaman, K. F. (2008). Factorial invariance and the specification of second-order latent growth models. Methodology, 4(1), 22-36.
Gardner, R.C. (2010). Motivation and second language acquisition: The socio-educational model. New York: Peter Lang.
Gass, S., & Plonsky, L. (2020). Introducing the SSLA methods forum. Studies in Second Language Acquisition, 42, 667-669.
Haimovitz, K., & Dweck, C. (2016). Parents’ views of failure predict children’s fixed and growth intelligence mind-sets. Psychological Science, 27(1), 859-869.
Harring J. R. (2009). A nonlinear mixed effects model for latent variables. Journal of Educational and Behavioral Statistics, 34(3), 293–318.
Hiver, P., & Al-Hoorie, A. H. (2019). Research methods for complexity theory in applied linguistics. Bristol, UK: Multilingual Matters.
Hong, Y., Chiu, C., Dweck, C. S., Lin, D., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77, 588– 599.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72 (1), 283– 294.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
Little, T. D. (2013). Longitudinal structural equation modeling. New York, NY: Guilford.
Lorenz, F. O., Wickrama, K. A. S., & Conger, R. D. (2004). Modeling continuity and change in family relations with panel data. In R. D. Conger, F. O. Lorenz, & K. A. S. Wickrama (Eds.), Continuity and change in family relations: Theory, methods, and empirical findings, (pp. 15–62). Mahwah, NJ: Erlbaum.
Lo Lou, N. M., & Noels, K. A. (2016). Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second language classroom. Contemporary Educational Psychology, 46(1), 22-33
Lou, N. M., & Noels, K. A. (2017). Measuring language mindsets and modeling their relations with goal orientations and emotional and behavioral responses in failure situations. The Modern Language Journal, 101(1), 214-243.
Lou, M. & Noels, K. A. (2019). Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching. System, 86. 102126.
Lou, N. M., & Noels, K. A. (2020). Mindsets about language learning and support for immigrants’ integration. International Journal of Intercultural Relations, 79(1), 46-57.
MacIntyre, P. D., Mercer, S., &Gregersen, T. (2020). Complexity perspectives on researching language learner and teacher psychology. Bristol, UK: Multilingual Matters.
Marsh, H. W., Hau, K. T., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings. Structural Equation Modeling, 11(3), 320-341.
Matsunaga, M. (2010). How to factor-analyze your data right: Do's don'ts, and how-to's. International Journal of Psychological Research, 3(1), 97-110.
McArdle, J.J. (1988). Dynamic but structural equation modeling of repeated measures data. In: Nesselroade, J.R., & Cattell, R.B. (Eds.), Handbook of multivariate experimental psychology (pp: 561-614). New York, NY: Plenum Press.
Meade, A., Johnson, E., &Braddy, P. (2008). Power and sensitivity of alternative fit indices in tests of measurement invariance. The Journal of applied psychology, 93(2), 568-92.
Mercer, S., & Ryan, S. (2010). A mindset for EFL: Learners’ beliefs about the role of natural talent. ELT Journal, 64, 436-444.
Meredith, W., & Horn, J. (2001). The role of factorial invariance in modeling growth and change. In A. Sayer & L. Collins (Eds.), New methods for the analysis of change (pp. 203–240). Washington, DC: American Psychological Association.
Molway, L., & Mutton, T. (2020). Changing mindsets in the modern foreign languages classroom: an intervention combining intelligence theories and reading strategies. The Language Learning Journal, 48(5), 598-612.
Robins, R., & Pals, J. (2002). Implicit self-theories in the academic domain: Implications for goal-orientation, attributions, affect, and self-esteem change. Self and Identity, 1(4), 313-336.
Ryan, S. & Mercer, S. (2011). Natural talent, natural acquisition, and study abroad: Learner attributions of agency in language learning. In G. Murray, X. Gao & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 160–176). Bristol, UK: Multi-lingual Matters.
Ryan, S. & Mercer, S. (2012). Implicit theories: Language learning mindsets. In S. Mercer, S. Ryan, & M. Williams (Eds), Psychology for language learning: Insights from research, theory, and practice (pp. 74–89). Basingstoke, UK: Palgrave Macmillan.
Thompson, M. S., & Green, S. B. (2006). Evaluating between-group differences in latent means. In G. R. Hancock & R. O. Mueller (Eds.), Structural equation modeling: A second course (pp. 119– 169). Greenwich: CT: Information Age.
Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(1), 515-537.
Whittaker, T. A., Beretvas, S. N., & Falbo, T. (2014). Dyadic curve-of- factors model: an introduction and illustration of a model for longitudinal non-exchangeable dyadic data. Structural Equation Modelling, 21(2), 303-317.
Wickrama, K. A. S., Lee T. K., O’Neal C. W. & Lorenz, F. O. (2016). Higher-order growth curves and mixture modeling with Mplus. New York: Routledge.
Wilson, A., & English, J. (2017). The motivated fluidity of lay theories of change. In The Science of Lay Theories (pp.17-43). Springer, Cham.
Go to article

Authors and Affiliations

Majid Elahi Shirvan
1
ORCID: ORCID
Tahereh Taherian
2
ORCID: ORCID
Elham Yazdanmehr
3
ORCID: ORCID
Esmaeel Saeedy Robat
4
ORCID: ORCID

  1. University of Bojnord, Iran
  2. Yazd University, Iran
  3. Attar Institute of Higher Education, Iran
  4. Department of Education, Taybad Branch, Islamic Azad University, Taybad, Iran

This page uses 'cookies'. Learn more