Tracking students’ autonomization through emotion traces in logbooks
Peggy Candas and Anne Chateau (Université de Lorraine, France)
Our study of logbooks written by French students in a flexible language learning system, designed to promote the development of learner autonomy, shows that the traces of emotions often enable us to identify important steps in the development of learner autonomy. Links between emotions, students’ self-efficacy and autonomy are discussed.
Implementing Counselling Skills in the Context of Self-Access Language Learning
Raymond Tsz Hong Chau (The Chinese University of Hong Kong)
From the literature to-date in counselling for self-access language learning, there seems to be a lack of apparent comprehensive description and exemplars of the applied counselling skills. What are these counselling skills and how are they employed?
What the Good EFL Learner Can Teach Us: Emotion Matters
Chao-wen Chiu (National Chengchi University, Taiwan)
Following a narrative inquiry tradition, the present study explores the role of emotion in EFL learning. Results demonstrate how emotions of varying types and intensity were engendered and impacted a good EFL learner’s learning in different phases of his learning trajectory. Implications of the results are also discussed.
Cooperative learning and inclusion: Erasmus students at tertiary level
Sonia Casal (Universidad Pablo de Olavide (UPO), Spain)
This talk presents a small study carried out at Upo in the subject English B5 where 10 out of 20 students were Erasmus from 3 different countries. The talk will describe how cooperative learning techniques were implemented in order to promote inclusion of Erasmus students and academic achievement for all.
English Teachers’ Practices and Learners’ Motivation in Thai Higher Education
Siriwimon Na Chiangmai (University of New South Wales, Australia)
This study aimed to explore the teaching practices that foster learner autonomy and motivation using self-determination theory.100 Thai teachers completed the survey and 9 teachers were interviewed and observed. The findings showed the variety of their perception to ‘autonomy’ and a range of motivational styles.
Taiwanese College EFL Teachers’ Perceptions on Non-English Majors’ FL Anxiety
Chieh-Hsiang Chuang (University of Nottingham, UK)
This study investigated Taiwanese college students’ EFL anxiety through interviews with their teachers. They had discovered several possible phenomena in terms of situations, sources, and effects of anxiety, and tried to employ different strategies to alleviate it.The implications would be provided in line with the findings reported.
Global Contexts, Local Trends: L2 Motivation at a Swiss University
Virág Csillagh (Université de Genève, Switzerland)
The unprecedented spread of EFL prompted developments in L2 motivation theory and research. Building on a dynamic self-based approach, and the latest conclusions in language economics, the quantitative study presented investigates Swiss university students’ motivational profile from an interdisciplinary perspective in order to shed more light on modern learner identities.
Deaf Foreign Language Learners: Their Learning Motivation, Beliefs and Strategies
Kata Csizér, Edit Kontra and Katalin Piniel (Eötvös Universtity, Budapest)
Our study investigates individual differences of deaf and hard-of-hearing language learners in Hungary. The barrier-free instrument measured L2 motivation, language learning beliefs and strategies and their impact on motivated behavior. Our results describe how internalized norms and beliefs as well as cognitive strategy use affect motivation.
CBT for Language Anxiety: The Potential Role of Learning Advisors
Neil Curry (Kanda University of International Studies, Japan)
Cognitive Behaviour Therapy (CBT) has potential for addressing Foreign Language Anxiety in students. Language Learning Advisors are well-placed to implement CBT owing to shared principles and techniques. This talk outlines some of the ways in which advisors can use CBT to help learners address their fears and gain confidence.
Rethinking Language Anxiety Research: Insights from a Researcher’s Story
Mark Daubney (Leiria Polytechnic Institute, Portugal)
I focus on the trajectory of my qualitative research into anxiety experienced by future EFL teachers in Portugal, and the ‘critical’ moments – epistemologically, methodologically, personally and professionally speaking – that have shaped my understanding of and approach towards researching anxiety. Parallels between teacher and learner anxiety are discussed.
Intercultural Sensitivity and Language Attitudes in Content Language Integrated Learning
Barbara De Groot and Katja Lochtman (Vrije Universiteit Brussel, Belgium)
In CLIL intercultural sensitivity is considered to be self-evident. However, the results of a study in Belgian CLIL settings show that intercultural sensitivity is target language specific and not self-evident at all.It is suggested that in CLIL culture and attitudes towards the target language have to be made explicit.
Training for Motivation: What Do Teachers Need?
Dan Dewey, Neil J Anderson, Jennifer Bown, Shelby Warner and Jordan Wilson (Brigham Young University, USA and Utah State University, USA)
Whose responsibility is it to motivate language learners? This session discusses results of two classroom-oriented investigations: ESL learners from various L1 backgrounds studying English and L1 speakers of English studying Arabic in Jordan. Our research identifies (1) the teacher’s role in facilitating learner motivation and (2) how to train teachers to be more proficient motivators. Responses from teacher participants indicate several guiding principles for implementing motivation-related training modules.
Self-Determination Theory in EFL Speaking Courses
Ali Dinçer and Savas Yesilyurt (Erzincan University; Atatürk University, Turkey)
This study aims to investigate EFL learners’ motivational orientations and their instructors’ autonomy-support in English speaking courses based on the motivational model proposed by Self-determination Theory. For this purpose, scales including classroom climate, motivational orientations and student engagement were applied to Turkish EFL students. Findings validated the theory-based structural model.
Between a Rock and a Hard Place: Francophone Immigrants’ Realities in Western Canada
Samira ElAtia, Jurate Motiejunaite and Dalbir Sehmby (The University of Alberta)
The assumption about bilingual Canada held by francophone immigrants is shattered when they are exposed to a primarily Anglophone Western Canada. The resulting psychological resentment to the absence of bilingualism negatively affects their ability to learn English and immerse themselves in the predominantly Anglophone environment: they shelter themselves within a linguistic minority and resist learning English.
The Role of Metacognitive Skills in Explaining EFL Reading Performance
Florina Erbeli (University of Ljubljana, Slovenia)
This study investigates reading comprehension in relation to metacognitive skills, listening comprehension and vocabulary for English as a foreign language (EFL) Slovene seven grade skilled and less skilled readers. Results suggest that continued attention to the development and monitoring of metacognitive skills for less skilled readers is recommended.