Constructing Learner Beliefs in the Languages Classroom Using Metaphor

Linda Fisher (University of Cambridge, UK)

Drawing on sociocultural theory, etic and emic perspectives are used to analyse results from a quasi-experimental case study of young beginner language learners, where pupils’ elicited metaphors were used as mediational means to structure classroom talk. The analysis centres on emotional and behavioural change that might constitute evidence of belief change.


L2-L1 Transfer of Metacognitive Writing Strategies

Karen Forbes (University of Cambridge, UK)

This ongoing PhD study seeks to examine how an explicit focus on metacognitive strategy use within secondary school foreign language lessons impacts pupils’ proficiency and attitude towards writing in the foreign language, and whether any such effects transfer to the first language.


Using Positive Psychology in the EFL Classroom

Candy Fresacher (University of Pannonia, Hungary)

Positive psychology studies have also shown that 40% of how happy we are is determined by our mental mindset. Including interventions to increase our happiness levels within our classrooms means more creativity, more productivity and better health for the teacher and our students.


Spaces In-Between for Language Learning and Language Use

Áine Furlong (Waterford Institute of Technology, Ireland)

Perceptions and states of ‘in-between-ness’ through exposure to literary and artistic expressions of liminal spaces revealed the potential for creativity within the lives of ten language educators. This journey also led to a new awareness of spaces for language learning and language use in one’s personal, social and professional dimensions.


Exploring the Links between Self-Concept and Language Anxiety

Christina Gkonou (University of Essex, UK)

Based on insights from individual interviews with highly anxious EFL learners, this talk will demonstrate that self-concepts can have both an adverse and a beneficial effect on anxiety. Quotes from the interviews will be analysed and implications for teaching and research will be discussed.


Acknowledging and Retraining Learners’ Success and Failure Attributions

Ana Sofia Gonzalez (ISCED-Luanda, Angola)

The reasons learners construe for their successes and failures in EFL learning can greatly influence present and future learning of the target language, but are often not taken into account by their language teachers. Factors that may influence these reasons, and how these might be retrained will be discussed.


New English Cultures and Learner Autonomy for Motivation and Empowerment

Katharina Glas & Mónica Stella Cárdenas-Claros (Pontificia Universidad Católica de Valparaíso, Chile)

The Chilean youth is currently demanding greater democracy in education and curricula that respect the country’s indigenous cultural roots. This presentation puts forward a “two-fold power package” intended to foster intrinsic motivation and democratic empowerment through a combination of student-centred approaches and cultural contents related to the “new English cultures”.


What Perspective Taking Contributes to Writing Competence

Joachim Grabowski & Markus Schmitt (Leibniz University Hanover, Germany)

Students’ texts often suffer from little partner orientation. Does the general ability of perspective taking contribute to writing competence? We report on a three-facet concept of perspective taking, the development of respective diagnostic tasks, and two writing studies demonstrating how these abilities contribute to the resulting text quality.


Learning from Each Other: Opportunity to Re-Envisage the Teaching Self

Susan Gray (University of Auckland, New Zealand)

This study explores the experiences of a pair of secondary science teachers who like many subject teachers round the world find themselves needing to teach the language of their subject (IALT, 2010).The collaborative action research in which the teachers participated enabled them to envisage new possible selves.


Modeling Chinese School Students’ English as a Foreign Language Motivation

Kelvin Gregory & Ting Ding (University of Sydney, Australia)

This study of Chinese high school EFL students was informed by self and motivation constructs. Confirmatory factor analysis of an established, translated and adapted questionnaire was completed. The relationship between achievement and motivation was explored using structural equation modeling. Implications for further Chinese-based research are presented.


Language Learning Motivation as ‘Ideological Becoming’

Lou Harvey (University of Leeds, UK & University of Manchester, UK)

Addressing Ushioda’s (2012) call for more holistic analyses of L2 motivation, I propose a Bakhtinian dialogical approach which understands motivation as socially negotiated and constructed, accounting for the role of others as well as the self, and as part of a broader process of learning to be in the world


Channeling Engineering Students’ Motivation towards Academic Success

Asli Hassan & Samira Fahmi (The Petroleum Institute, United Arab Emirates)

Teachers at the Petroleum Institute recognize the need to promote academic success by better understanding the key motivating factors of their students. The presenter will share the findings of a research on the students and teachers’ perceptions of academic success. Implications for teachers will be discussed.


Multilingualism on My Mind: The Teacher Perspective

Åsta Haukås (University of Bergen, Norway)

Teachers play a key role in helping their L3 students become aware of and use their previously acquired linguistic and metacognitive repertoires. This research project investigates: a) L3 teachers’ beliefs about multilingualism and a multilingual pedagogical approach and b) to what extent L3 teachers focus on multilingual pedagogy in the classroom.


Exploring the Motivational Basis of the Ideal L2 Self

Gianna Hessel (University of Oxford, UK)

This presentation discusses research into the properties (accessibility, desirability, perceived plausibility and perceived self-discrepancy) of the ‘Ideal L2 Selves’ of advanced EFL learners. Their relationship with self-motivated learning behaviour (the amount of effort the students reported to expend towards attaining their Ideal L2 Selves) is explored using regression analysis.


Vocabulary Learning – Different Adult EFL Learners’ and Teachers’ Beliefs?

Jelena Horvatic (University of York, UK)

This research study looked into the differences in beliefs regarding vocabulary learning strategies between adult Croatian EFL learners and their teachers. Additionally, it examined the effects of those differences on learner autonomy and the possible sources of such learners’ beliefs.


How Anxiety and Beliefs Impact Language Learning and Teaching

Elaine Horwitz (University of Texas at Austin, USA)

Second language learning requires identity (re)negotiation and effective learning practices. This presentation examines the experience of language learning from the perspective of research on anxiety and beliefs about language learning including common misconceptions and the discomfort of some learners (and teachers!) when “wearing” the new language.


Directed Motivational Currents: Can they energize L2 learners?

Zana Ibrahim (University of Nottingham, UK)

Directed Motivational Currents are intense motivational surges that occur when a number of time, personal and contextual parameters come together to induce a momentum in which all one’s energy is geared toward a goal/vision. They feature a different level of motivation, positive emotionality and a unique facilitative and self-propelling structure.


Trainee Teachers’ Competence in Fostering Context-Sensitive Language Classrooms

Jülide İnözü, Cem Can and Katarzyna Papaja (Çukurova University, Turkey and University of Silesia, Poland)

This study focuses on the strategies and skills the teachers are supposed to develop to create a supportive, non-threatening, and inclusive learning environment. Using the European Profile as a self-evaluation tool, the study aims at revealing how competent trainee teachers perceive themselves in fostering context-sensitive classrooms.


L2 Students and Educational Ideology: An Inquiry into Students’ Beliefs

Ana Jovanovic (University of Kragujevac, Serbia)

Students’ beliefs, attitudes, and perceptions of their foreign language learning are explored through a qualitative research. The data analysis reveals that there is a dynamic relationship between specific beliefs about language learning and general cultural model of education, which all have direct effect on the perception of language learning process.


Time, Tense, Aspect: Advanced Learners’ Interpretations of Grammatical Concepts

Ulla Fürstenberg & Martina Elicker (University of Graz, Austria)

To understand learners’ mental processes when applying grammar rules, we recorded our students as they labeled and corrected typical grammar mistakes. Their verbal protocols reveal that students often imperfectly understand and overgeneralize grammatical concepts and terminology. This has important implications for our understanding of how learners mentally construct grammar rules.