English Language Teaching
https://hdl.handle.net/20.500.12511/4111
İngilizce Öğretmenliği2024-03-28T11:14:09ZMetacognitive experiences of EFL students as predictors of enjoyment, engagement, and performance in L2 writing
https://hdl.handle.net/20.500.12511/12385
Metacognitive experiences of EFL students as predictors of enjoyment, engagement, and performance in L2 writing
Ünsal Görkemoğlu, Büşra; Karacan, Cemil Gökhan
Many studies have examined the contributory role of metacognition in promoting second/foreign language writing skills. While a plethora of L2 writing research has emphasized metacognitive knowledge and strategies, less attention has been given to metacognitive experiences that pertain to writers’ conscious thoughts, feelings, and self-judgments related to their enjoyment and engagement with the L2 writing task. This quantitative research set out to investigate the relationships among 125 Turkish EFL writers’ metacognitive experiences, task enjoyment, engagement, and performances in L2 writing. Data from questionnaires and L2 writing achievement scores revealed a statistically significant relationship among each construct. More specifically, metacognitive experiences were reported as strong predictors of L2 writing enjoyment and cognitive engagement in L2 writing tasks. Finally, pedagogical implications were discussed for L2 writing practices.
2024-01-01T00:00:00ZThe impact of EFL learners' negative emotional orientations on (Un)willingness to communicate in in-person and online L2 learning contexts
https://hdl.handle.net/20.500.12511/12368
The impact of EFL learners' negative emotional orientations on (Un)willingness to communicate in in-person and online L2 learning contexts
Solhi, Mehdi
The present study explored how negative emotional orientations (i.e., anxiety, boredom, and demotivation) may contribute to English as a foreign language (EFL) learners' willingness to communicate (WTC) in in-person and online classes. In doing so, a total of 290 university students majoring in English were recruited to fill in a set of scales. The structural equation modeling analysis indicated that foreign language classroom anxiety (FLA) and L2 demotivation have a direct impact on EFL learners' in-person and online L2WTC. While L2 demotivation was the strongest significant predictor of learners' in-person L2WTC, FLA was the strongest predictor of online L2WTC. Additionally, there was a positive correlation among FLA, L2 demotivation, and foreign language classroom boredom (FLB). While FLA demonstrated no direct impact on communication willingness, it exhibited significant indirect paths to in-person L2WTC via the full mediation of L2 demotivation and FLA . Although the result did not show any significant direct impact of FLB on online L2WTC, it had a small yet significant indirect path to online L2WTC through the full mediation of FLA. FLA also revealed indirect significant paths to online L2WTC through FLB and L2 demotivation. The implications for L2 teachers and teacher educators will be further discussed.
2024-01-01T00:00:00ZModeling the association between EFL students’ boredom and enjoyment: The mediating role of teacher humor style
https://hdl.handle.net/20.500.12511/11716
Modeling the association between EFL students’ boredom and enjoyment: The mediating role of teacher humor style
Solhi, Mehdi; Kesen Mutlu, Aynur; Shirvan, Majid Elahi; Taherian, Tahereh
This study sought to explore the association between English as a foreign language (EFL) students‟ foreign language learning boredom (FLB) and foreign language enjoyment (FLE) (i.e., personal enjoyment, teacher appreciation, and social enjoyment) as well as the mediating role of student-perceived teacher humor styles (i.e., affiliative, self-enhancing, aggressive, and self-defeating). In doing so, we firstly investigated the relationship between 229 (67 male and 162 female) Turkish EFL university students‟ FLB, FLE, and perceived teacher humor styles. We then probed to determine whether perceived teacher humor styles predict their FLB and FLE. The results indicated that all three indices of FLE had significant negative correlations with FLB. While affiliative and self-enhancing humor styles were significantly and positively correlated with FLE, they were negatively associated with FLB. Aggressive humor had only a significant negative correlation with the teacher appreciation subscale of FLE whereas self-defeating humor indicated a significant positive correlation with FLB. The results also showed that FLE could negatively predict FLB. Finally, the results of the mediation analysis indicated two significant mediation relationships which were significantly related to FLB through affiliative and self-enhancing humor. Implications are discussed in the context of teacher education.
2023-01-01T00:00:00ZModeling the association between EFL instructors' foreign language teaching enjoyment and humor styles
https://hdl.handle.net/20.500.12511/11393
Modeling the association between EFL instructors' foreign language teaching enjoyment and humor styles
Solhi, Mehdi; Shirvan, Majid Elahi
Background: Positive psychology in the field of applied linguistics has recently shifted its focus from L2 learners to L2 teachers as teachers have been revealed to be a pivotal external affordance for the emergence of learners' positive emotions such as enjoyment. Exploring the link between teacher-related constructs can provide deep insights into L2 teachers' emotional agency within L2 classroom context.Purpose: The current study seeks to examine the association between English as a foreign language (EFL) instructors' enjoyment of foreign language teaching (i.e., personal enjoyment, student appreciation, and social enjoyment) and humor styles (i.e., self-enhancing, affiliative, aggressive, and self-defeating humor styles).Materials and Methods: In order to examine this association, 244 (151 males and 93 females) Turkish EFL instructors voluntarily completed self-report scales measuring their foreign language teaching enjoyment and humor styles.Results: Results of the structural equation modeling (SEM) indicated that higher levels of student appreciation and social enjoyment are correlated with higher levels of affiliative and self enhancing humor. In addition, greater degrees of personal enjoyment, student appreciation, and social enjoyment are correlated with lower levels of aggressive humor, while self-defeating humor was unrelated to any of the enjoyment indices. There was also no significant gender difference for any humor styles.Conclusion: The findings are discussed in view of implications for teacher well-being.
2023-01-01T00:00:00Z