This edited volume examines a number of topics related to the roles of individual and contextual factors in English as second or foreign language (ESL/EFL) settings by presenting chapters across the three sections of theoretical and pedagogical approaches, teacher and learner research, and research into the roles of technology. The book has a focus on practical actions and recommendations related to individual and contextual factors in ESL/EFL, with a specific concern with issues of cognition, metacognition, emotion, and identity, and offers perspectives from a diverse range of international education settings. For teachers of ESL/EFL, the effective recognition and integration of individual and contextual factors into the classroom may represent a significant challenge. This is often the case in those settings where native English speaking teachers work in foreign language contexts where they may have limited understanding of local cultures and languages, or where language instructors have class groups that are culturally and linguistically diverse. In these, and similar, contexts, the types and extent of individual and contextual factors impacting on language learning may challenge both learner and instructor expectations of what an effective and supportive classroom is. While such a situation offers numerous opportunities for learners and teachers to expand their knowledge of themselves and each other, it also presents the possibility for ineffective teaching and learning to occur. It is within this framework that the book presents the latest theoretical, pedagogical, and research perspectives from around the world, thereby providing a resource for all stakeholders with an interest in the roles individual and contextual factors play in the English learning process.
Author(s): Rahma Al-Mahrooqi, Christopher J. Denman
Series: English Language Education
Publisher: Springer
Year: 2022
Language: English
Pages: 392
City: Cham
Foreword
Contents
About the Editors and Contributors
Editors
Contributors
Introduction: Individual and Contextual Factors in the English Language Classroom: Theoretical, Pedagogical, and Empirical Approaches
1 Introduction
References
Part I: Theoretical & Pedagogical Approaches
Psycholinguistic Competencies and Interculturality in ELT
1 Introduction: Managing Emotions and Cognition in the Context of Diversity
2 Pragmatics and Personal Dimensions of Language Learning/Teaching
3 The Dynamic ELT/ELL Personality Competencies
4 Conclusion
References
Reducing Learners’ Cognitive Load and Emotional Challenges Created by Lexis: The Andragogical Approach to Enhance Adult Learners’ Mental Lexicon
1 Introduction
2 The Mental Lexicon
3 Meaning of Being an Adult
4 Cognitive Load: Definition and Implications for Adult Language Learning
5 Characteristics of Adults as Learners
6 Andragogy
6.1 Andragogical Approach in Foreign Language Learning
6.2 Andragogical Approach to the Mental Lexicon
7 Conclusion
References
Language Test Feedback and Learner Personality: Implications for Asian Classrooms
1 Introduction
2 Feedback
2.1 Response to Feedback
2.2 Feedback as a Dialogue
3 Individual Differences, Language Learning, and Feedback
3.1 Personality
3.2 Extraversion
3.3 Agreeableness
3.4 Openness to Experience
3.5 Neuroticism
3.6 Conscientiousness
3.7 The Picture Is Far from Clear
4 Asian Students
5 A Possible Personality Shaping Intervention
6 Conclusion
References
The Architecture of Language Personality
1 Introduction: Emotive and Cognitive Aspects of Consciousness
2 Language Consciousness, Personality, and Identity
3 Personality Development in the L2 Classroom
4 How Emotions Categorize in Language
5 Conclusion: Implications for Pedagogical Practice
References
From Scribbles to the Launch of a Creative Writing Anthology: The Emotional Investment of Omani Learners as Co-Creators
1 Introduction
2 Build a Community
3 Build an Emotional Relationship That Embraces Peers and the Teacher
4 Integrate Creative Writing Skills in the Classroom
5 Launch a Creative Writing Anthology
6 Conclusion
References
An Evaluation of the Conceptual Validity of Vowel Blindness as an Explanation for Differences in Arabic Readers’ L2 Word Recognition
1 Introduction
2 Literature Review
2.1 Vowelisation
2.2 Morphology
2.3 Diglossia
2.4 Visuo-Graphemic Complexity
2.5 L2 Literacy Development
2.6 Arabic and English
2.7 Vowel Blindness
3 Identification of Included Studies
4 Quality Assessment
5 Evaluation of Individual Studies
6 Discussion
7 Conclusion and Recommendations
References
Part II: Research Perspectives: Teachers & Learners
Learners’ Willingness to Communicate, Motivation, and Classroom Activity Preferences: Realities from the Iranian EFL Context
1 Introduction
2 Literature Review
2.1 Willingness to Communicate
2.2 Linguistic Self-Confidence in Proficiency
2.3 Classroom Activities: Learners’ Participation, Attitudes, and Preferences
2.4 Significance and Purpose of the Study
3 Method
3.1 Participants
3.2 Data Collection Instruments
3.3 Data Analysis
4 Results
4.1 Learners’ Preference for Classroom Activities, Macro Skills, and Grammar
4.2 Relationships Between Classroom Activity Preferences and Language Learning Motivation
4.3 Relationships Between Preference for Speaking Activities and WTC
4.4 Relationships Between Preferences for Classroom Activities and Linguistic Self-Confidence in Proficiency
4.5 The Impact of Age and Gender on Classroom Activity Preferences
5 Discussion
6 Conclusion
References
Affecting Students’ Motivation to Foster Foreign Language Acquisition: Juggling Pedagogical Tools and Psychological Diagnostics in the University Classroom
1 Introduction
2 Literature Review
2.1 Theoretical Background
2.2 Teaching Conditions
3 Methodology and Experimental Stages
4 Results and Discussion
5 Conclusions
References
Escaping the Confines of Essentialism: Conceptualizing New Spaces of Identification Among Native and Nonnative ESL Instructors
1 Introduction: Teaching as an Emotionally Driven Process
2 Literature Review
2.1 Nativeness and Nonnativeness
2.2 The Need for Democracy
3 Research Methodology
4 Research Findings and Discussion
4.1 Reflexivity
5 Conclusion: Summary and Ending Thought
References
The Effect of English Study at School on Later Foreign Language Learning: How Chinese People Experience Learning and Using Japanese While Living and Studying Overseas
1 Introduction
2 Literature Review
2.1 Willingness to Communicate
2.2 Chinese Learners’ Foreign Language WTC
2.3 Research Questions
3 Methodology
3.1 Participants
3.2 Materials and Procedure
4 Results
4.1 Results of Qualitative Research
Participants in Group 1
Participants in Group 2
4.2 Results of Quantitative Research
5 Discussion
5.1 Discussion of Qualitative Research
Second Language Tolerance of Ambiguity
Perfectionism
Foreign Language Anxiety
Self-Rated Language Proficiency
Willingness to Communicate
5.2 Discussion of Quantitative Research
6 Conclusion
Appendices
Appendix A: English Version of the Questionnaire
Appendix B: Background Information of Qualitative Research Subjects
Appendix C: Interview Questions
References
Introducing Swalesian Genre-Pedagogy to Arab EFL Learners: A Case Study
1 Introduction
2 Literature Review
2.1 Background
2.2 Pedagogical Approach
3 Methodology
3.1 Approach
3.2 Research Site
3.3 Corpus
4 Move Structure Analysis
5 Implementation
6 Findings and Discussion
7 Conclusion and Recommendations
References
Quantifying Quality: Examining Student Satisfaction and Enjoyment of a Middle Eastern Tutorial Centre
1 Introduction
2 Literature Review
3 Methodology
3.1 Support Centre Context
3.2 Promotion and General Procedures
3.3 Survey Methods
4 Results
5 Discussion
6 Conclusion and Recommendations
Appendix: Data Collection Instrument
References
Metacognition and Language Learning on an International Foundation Programme
1 Introduction
2 Literature Review
2.1 Definitions of Metacognition
2.2 Does Learner Level Affect Metacognition?
2.3 Learning and Thinking Styles
2.4 EAP Skills
2.5 Issues of Learner Engagement with Metacognition
3 Methodology
3.1 Action Research
3.2 Mixed Methods and Research Tools
3.3 Sample
3.4 Ethical Considerations
3.5 Data Analysis
4 Results and Discussion
4.1 Was Metacognition Present?
4.2 Were There Fluctuations in Metacognition?
4.3 The Impact on Teaching and Learning
5 Conclusion
Appendices
Appendix A: Previous Matrix from Herron (2011, 2012)
Appendix B: Screenshot of the Metacognitive Matrix
Appendix C: Questions for Teacher Interviews
Appendix D: Student Blog Questions
Semi-structured Blog (After Each Reading and Writing Lesson)
Appendix E: Statements and Coding
References
Part III: Research Perspectives: The Role of Technology
Construction and Launch of a Virtual Reality Laboratory for EFL Learners: A Crossroad Between Cognitive and Emotional Learning
1 Introduction
2 Literature Review
3 Educational Context
4 Need for the Laboratory – Reasoning
5 Challenges and Progress
6 Conclusion: Future Direction and Lessons
Appendix
References
Language Learner Identity and Games and Gamification in the Language Learning Classroom: Observations from the Japanese Context
1 Introduction
2 Literature Review
2.1 Language Learning and Identity
2.2 Identity and Investment
2.3 Why Play? Why Games?
2.4 Game-Based Language Learning (GBLL)
2.5 Gamification
2.6 Identity, Social Discourse, and Games
3 Methods
4 Results: Class Vignettes
4.1 First Year High School
4.2 First Year University English – School of Law
4.3 First Year University English – School of Business
5 Discussion
6 Conclusion and Future Research
References
Grasping Omani Students’ Transitional Challenges: Focus on Computer Self-Efficacy and English Proficiency
1 Introduction
2 Literature Review: Overview of the Context
3 Methodology
3.1 Data Collection Techniques
3.2 Sample
3.3 Data Analysis
4 Findings and Discussion
4.1 Interviews with the Course Coordination Team and Writing Teachers
4.2 Focus Group Discussions
4.3 Questionnaire Results and Discussion
General Computer Skills
Writing Skills
Course-Specific Study Skills
Students’ IT-Related Study Skills and Habits
5 Conclusion & Recommendations
References
Nonverbal Indicators of Comprehension Among L2 Users of English Interacting with Smart Verbal Software Agents
1 Introduction
2 Literature Review
2.1 Emerging Hybrid Space in Nigeria
2.2 Listeners Comprehension Process
2.3 Projecting Nonverbal Listenership
3 Methodology
3.1 Agent Design and Human Instructor Choice
3.2 Participants and Task
3.3 Data Collection
3.4 Data Analysis
3.5 Colour Coding
4 Results
4.1 Listener Facial Actions
4.2 Nonverbal Private Talk
4.3 Assembly Gestures
4.4 Repeat Sequence
5 Discussion
5.1 Listener Attitudes and Comprehension
5.2 Pragmatics of Interaction in Hybrid ELT Classrooms
6 Conclusion and Further Research
References
