1. Applied Linguistics (Language Teaching and Learning)
Mohammad Ghafouri; Jaleh Hassaskhah; Amir Mahdavi Zafarghandi; Masoud Khalili Sabet
Abstract
Psycho-emotional studies in second language (L2) contexts often focus on a bivariate view of well-being, separating positivity and negativity. However, Existential Positive Psychology (EPP) posits that well-being inherently involves navigating suffering and hardships. Addressing a gap in applied linguistics ...
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Psycho-emotional studies in second language (L2) contexts often focus on a bivariate view of well-being, separating positivity and negativity. However, Existential Positive Psychology (EPP) posits that well-being inherently involves navigating suffering and hardships. Addressing a gap in applied linguistics regarding EPP-informed perspectives on teacher well-being, this study explores the resilient mindset of Iranian L2 teachers using a sequential explanatory mixed-methods design. Quantitatively, 157 English teachers completed an EPP-driven resilience scale measuring existential facets of the concept, including toughness, responsibility, appreciation, mindfulness, meaning, and belief. Qualitatively, interviews with 17 teachers were analyzed using the SPARK model, which renders one’s resilience in disturbing moments through processing situations, perceptions, affects, reactions, and knowledge. Findings from multivariate analysis of variance and thematic analysis revealed that the teachers involved in the study exhibited moderate levels of existential resilience, with qualitative themes highlighting salient factors that contribute to shaping teachers’ resilience. These insights reflected the importance of an EPP framework in understanding teacher resilience and offered insights for subsequent practical endeavors for L2 teacher education focused on resilience promotion.
1. Applied Linguistics (Language Teaching and Learning)
Mohammad Ghafouri; Abdorreza Tahriri
Abstract
Understanding the role of positive emotions and their contributions to the learners’ overall academic success and well-being is of utmost importance. To this end, by following positive psychology and control-value theory, the researchers explored the relationship between two under-researched factors ...
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Understanding the role of positive emotions and their contributions to the learners’ overall academic success and well-being is of utmost importance. To this end, by following positive psychology and control-value theory, the researchers explored the relationship between two under-researched factors dwelling within the realm of L2 emotions and goal achievement, i.e., L2 grit and academic buoyancy. To this end, 263 junior high school students were surveyed via L2 grit and academic buoyancy scales. The results of the analyses of correlation, regression, and MANOVA revealed that L2 grit is significantly correlated with L2 buoyancy with the strong predictive power of its underlying components. Analyses also indicated that males and females significantly differ in their level of grit. The findings imply that acknowledging the presence of grit and academic buoyancy in language learners would possibly lead to positive outcomes.
Ali Derakhshan; Davoud Amini
Abstract
Ali Derakhshan is an Associate Professor of Applied Linguistics at the English Language and Literature Department, Golestan University, Gorgan, Iran. He gained his MA in TEFL from University of Tehran and his PhD in Applied Linguistics from Allameh Tabataba’i University, Iran. Dr. Derakhshan has ...
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Ali Derakhshan is an Associate Professor of Applied Linguistics at the English Language and Literature Department, Golestan University, Gorgan, Iran. He gained his MA in TEFL from University of Tehran and his PhD in Applied Linguistics from Allameh Tabataba’i University, Iran. Dr. Derakhshan has been a member of the Iranian Elites Foundation since 2015. He has also been selected as a distinguished researcher by the Teaching English Language and Literature Society of Iran in 2021. His name appears in Stanford University’s list of world’s top 2% most influential scientists in 2021. He is the editor of Language Related Research, Associate editor of Frontiers in Psychology and Porta Linguarum and editorial member of System, Studies in Second Language Learning and Teaching, and Porta Linguarum. He has published in accredited international journals, including Computers and Education, Language Teaching Research, System, Studies in Second Language Learning and Teaching, Journal of Multilingual and Multicultural Development, ELT Journal, Current Psychology, Asia Pacific Education Researcher, Educational Studies, Porta Linguarum, Frontiers in Psychology, etc. His monograph The “5Cs” positive teacher interpersonal behaviors: Implications for learner empowerment and learning in an L2 context has appeared in 2022. His research interests are positive psychology, teacher education, learner individual differences, cross-cultural interpersonal factors in educational psychology, interlanguage pragmatics, and intercultural communication. He has joined an offline interview with Dr. Davoud Amini.
Jean-Marc Dewaele; Davoud Amini
Abstract
Jean-Marc Dewaele (Ph.D. in Romance languages and literature, Free University of Brussels, 1993) is Professor of Applied Linguistics and Multilingualism at the Department of Languages, Cultures and Applied Linguistics, Birkbeck, University of London. He does research on individual differences in psycholinguistic, ...
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Jean-Marc Dewaele (Ph.D. in Romance languages and literature, Free University of Brussels, 1993) is Professor of Applied Linguistics and Multilingualism at the Department of Languages, Cultures and Applied Linguistics, Birkbeck, University of London. He does research on individual differences in psycholinguistic, sociolinguistic, pragmatic, psychological and emotional aspects of Second Language Acquisition and Multilingualism. Professor Dewaele is particularly interested in the interface between applied linguistics and psychology. He has published widely on multilingual emotions and Foreign Language Enjoyment and Anxiety. He has published over 300 papers and chapters, seven books and seven special issues. Professor Dewaele is the author of the monograph Emotions in Multiple Languages in 2010 (2nd ed. in 2013). Professor Dewaele has answered JALDA’s questions about emotion research in SLA studies in an offline interview with Davoud Amini, Associate Professor of TEFL at Azarbaijan Shahid Madani University.
