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Direct linkKhajavy, Gholam Hassan; Pourtahmasb, Fereshteh; Li, Chengchen – Innovation in Language Learning and Teaching, 2022
Purpose: The present study investigated the domain-specificity of language mindset with a focus on foreign language (L2) reading mindset. We further examined whether L2 reading mindset could predict several L2 reading-specific outcomes, including L2 reading achievement and L2 reading emotions above and beyond general language mindset.…
Descriptors: Second Language Learning, Second Language Instruction, Reading Achievement, Reading Attitudes
Download full textDehqan, Mahmood; Azizi, Danial Babajani; Miri, Fatemeh – MEXTESOL Journal, 2022
The present study sought to investigate the effects of meaning-focused input (MFI) and meaning-focused output (MFO) activities on willingness to communicate (WTC) of English as a Foreign Language (EFL) learners. The study aimed at exploring learners' perceptions towards the efficacy of MFO and MFI activities for developing WTC. The participants of…
Descriptors: Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction
Karbakhsh, Rahime; Ahmadi Safa, Mohammad – Journal of Psycholinguistic Research, 2020
The study of the complex impact of the cognitive and psychological factors' interplay in learning process has for long obsessed educational researchers. In an attempt to partially address the issue, the present study investigates the direct and indirect interrelationship among Iranian EFL learners' basic psychological needs satisfaction,…
Descriptors: Individual Needs, Need Gratification, Goal Orientation, Communication (Thought Transfer)
Jamalifar, Golnaz; Salehi, Hadi – Language Learning Journal, 2020
The present study utilised a sequential explanatory mixed methods design to explore the impact of rehearsal and strategic task planning on Iranian EFL students' L2 Willingness to Communicate (WTC) in English. Rehearsal and strategic task planning were introduced to groups of intermediate English students to examine their efficiency for enhancing…
Descriptors: Second Language Learning, English (Second Language), Second Language Instruction, Student Attitudes
Elahi Shirvan, Majid; Taherian, Tahereh – International Journal of Bilingual Education and Bilingualism, 2021
Dewaele and MacIntyre. [2016. 'Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of the language learner.' In "Positive psychology in SLA," edited by T. Gregersen, P. D. MacIntyre, and S. Mercer, 215-236. Bristol: Multilingual Matters] asserted that foreign language classroom anxiety (FLCA) and…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Undergraduate Students
Farahman Farrokhi; Mohammad Zohrabi; Ali Gholizadeh Azarberis – Language Teaching Research Quarterly, 2023
This study investigates the dynamic nature of second language willingness to communicate (L2WTC) exploring the numerous factors that contribute to the construct. Drawing upon the sociocognitive perspective, we analyzed the environmental, individual, and linguistic factors that influence the development of L2WTC in an Iranian language learning…
Descriptors: Social Cognition, Communication (Thought Transfer), Anxiety, Learning Motivation
Zahra Alimorad; Saideh Akbarzadeh – Journal of Pan-Pacific Association of Applied Linguistics, 2022
Considering the importance of willingness to communicate (WTC) as a critical component of effective pedagogy (MacIntyre et al., 1998), the present qualitative study investigated the affordances extramural digital settings (EDSs), as newly emerged popular environments, offer to advanced EFL learners. To this aim, we asked a purposeful sample of 8…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Advanced Students
Khajavy, Gholam Hassan; Makiabadi, Hossein; Navokhi, Samaneh Abdi – Eurasian Journal of Applied Linguistics, 2019
By shifting the focus of studies in applied linguistics from negative psychology to positive psychology, psychological capital (PsyCap) consisting of self-efficacy, hope, optimism, and resilience can be an influential factor in the language classrooms. Prior studies have emphasized the role that PsyCap plays in management, though little attention…
Descriptors: Self Efficacy, Psychological Patterns, Resilience (Psychology), Student Motivation
Willingness to Communicate: A Predictor of Pushing Vocabulary Knowledge from Receptive to Productive
Heidari, Kamal – Journal of Psycholinguistic Research, 2019
The issue of moving vocabulary knowledge from receptive to productive mode is among the most important but less studied strands of second or foreign language learning. The present study served as an attempt to shed light on this issue by taking into account the trait of willingness to communicate as an indicator of learners' capability in…
Descriptors: Vocabulary Development, Individual Differences, English (Second Language), Second Language Learning
Sadighi, Firooz; Dastpak, Mehdi – International Journal of Education and Literacy Studies, 2017
Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to…
Descriptors: Second Language Learning, Anxiety, Barriers, English (Second Language)
Kamdideh, Zahra; Barjesteh, Hamed – International Journal of Instruction, 2019
Increasing EFL learners' willingness to communicate has always been a concern to teachers. This study aimed at investigating the effect of extended wait time in EFL classrooms on the learners' willingness to communicate. In order to carry out this quasi-experimental study, 60 adult EFL learners at a basic level of proficiency in English (CEFR A1…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries
Esfandiari, Rajab; Hesani, Sepideh – Journal of Teacher Education for Sustainability, 2019
Life-long learning requires that language learners be well prepared for the target situations they will be operating in. To achieve this goal and to improve education for sustainable development, language teachers and language educators need to motivate language learners to participate in the target language. The present study, therefore,…
Descriptors: Second Language Learning, Second Language Instruction, Self Concept, Personal Autonomy
Nematizadeh, Shahin – Journal for the Psychology of Language Learning, 2021
Willingness to communicate (WTC) has recently been researched as a dynamic variable, with some investigations viewing it as a complex dynamic system (CDS). One important property associated with CDS is the notion of attractor states, which are characterized by stable patterns of behavior. The present study employed an idiodynamic method to monitor…
Descriptors: Second Language Learning, Second Language Instruction, Language Fluency, Task Analysis
MacIntyre, Peter D.; Wang, Lanxi; Khajavy, Gholam Hassan – Eurasian Journal of Applied Linguistics, 2020
How does a person decide whether she or he is willing to communicate? Dual-process theories have been influential in the literature on the psychology of making judgments and decisions. Dual-process theories make a distinction between cognitive processes that are fast, automatic, and unconscious (also called 'experiential' thinking) and those that…
Descriptors: Communication (Thought Transfer), Native Language, Second Language Learning, Second Language Instruction
Rafiee, Marzieh; Abbasian-Naghneh, Salman – Journal of Multilingual and Multicultural Development, 2019
Since its introduction to the field of modern language instruction, willingness to communicate (WTC) attracted much attention from researchers and practitioners. Since then, a large and growing body of literature has investigated the factors influencing language learners' WTC. Among the factors identified, individual factors were found to have…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Fluency
