Research Article
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Year 2020, Volume: 6 Issue: 1, 23 - 44, 27.03.2020

Majid Elahı Shırvan Nahid Talebzadeh

https://doi.org/10.32601/ejal.710194
Cited By: 26

Abstract

References

  • Arnold, J., & Brown, H. D. (1999). A map of the terrain. In J. Arnold (Ed.), Affect in language learning (pp. 1-24). Cambridge: Cambridge University Press.
  • Barkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36(3), 372-387.
  • Belous, I. (2012). MaxQDA 11 [Computer software]. Marburg, Germany: Verbi Software. Retrieved from http://www.maxqda.com/
  • Byrne, D. (2010). Comparison, diversity and complexity. In P. Cilliers & R. Preiser (Eds.), Complexity, difference and identity (pp. 61–75). Dordrecht, the Netherlands: Springer.
  • Chan, L., Dörnyei, Z., & Henry, A. (2015). Learner archetypes and signature dynamics in the language classroom: A retrodictive qualitative modelling approach to studying L2 motivation. In Dörnyei, Z., Henry,
  • A., & MacIntyre, P. D. (Eds.). Motivational dynamics in language learning (pp. 238-259). Multilingual Matters.
  • Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
  • de Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic systems theory to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7–21.
  • Dewaele, J. M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance?. Studies in Second Language Learning and Teaching, 8(1), 21-45.
  • Dewaele, J. M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of the language learner. In T. Gregersen, P. D, MacIntyre, & S. Mercer (Eds.), Positive psychology in SLA (pp 215-236). Bristol: Multilingual Matters.
  • Dewaele, J. M., &Dewaele, L. (2017). The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1(1), 12-22.
  • Dewaele, J. M., &MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274.
  • Dewaele, J. M., MacIntyre, P. D., Boudreau, C., & Dewaele, L. (2016). Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom. Theory and Practice of Second Language Acquisition, 2(1), 41-63.
  • Dewaele, J. M., Witney, J., Saito, K., & Dewaele, L. (2017). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 1362168817692161.
  • Dewaele, J.-M. (2007). The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners. The International Journal of Bilingualism, 11 (4), 391-409.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
  • Dörnyei, Z. (2014). Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom. Language Teaching, 47 (1), 80-91.
  • Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. London: Routledge.
  • Dörnyei, Z., Henry, A., & MacIntyre, P. D. (2015). Motivational dynamics in language learning. Bristol: Multilingual Matters.
  • Elahi Shirvan, M. & Talebzadeh, N. (2017). English as a foreign language learners’ anxiety and interlocutors’ status and familiarity: An idiodynamic perspective. Polish Psychological Bulletin, 48(4), 489-503.
  • Elahi Shirvan, M., & Taherian, T. (2018). Longitudinal examination of university students’ foreign language enjoyment and foreign language classroom anxiety in the course of general English: Latent growth curve modeling. International Journal of Bilingual Education and Bilingualism, Advance online publication. doi.org/10.1080/13670050.2018.1441804
  • Elahi Shirvan, M., & Talebzadeh, N. a (2018). Exploring the fluctuations of foreign language enjoyment in conversation: An idiodynamic perspective. Journal of Intercultural Communication Research, 47(1), 21-37.
  • Elahi Shirvan, M., & Talezadeh, N. B. (2018). Is transparency an illusion? An idiodynamic assessment of teacher and peers’ reading of nonverbal communication cues of foreign language enjoyment. Journal of Intercultural Communication Research, 47(3), 188-206.
  • Gibson, W. J., & Brown, A. (2009). Working with qualitative data. London: Sage.
  • Gkonou, C. (2017). Towards an ecological understanding of language anxiety. In C. Gkonou, M. Daubney, &, J. M. Dewaele, J (Eds). New insights into language anxiety: Theory, research and educational implications (pp. 136–156). Bristol: Multilingual Matters.
  • Gkonou, C., Daubney, M., & Dewaele, J. M. (Eds.). (2017). New insights into language anxiety: Theory, research and educational implications. Bristol: Multilingual Matters.
  • Gregersen, T., Macintyre, P. D., & Meza, M. D. (2014). The motion of emotion: Idiodynamic case studies of learners' foreign language anxiety. The Modern Language Journal, 98(2), 574-588.
  • Gregersen, T., MacIntyre, P. D., & Olsen, T. (2017). Do you see what I feel? An Idiodynamic assessment of expert and peer’s reading of nonverbal language anxiety cues. In C. Gkonou, M. Daubney, & J.-M.
  • Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 110–134). Bristol: Multilingual Matters
  • Haggis, T. (2008). Knowledge must be contextual: Some possible implications of complexity and dynamic systems theories for educational research. Educational Philosophy and Theory, 40 (1), 158–176.
  • Hiver, P. (2015). Attractor states. Motivational dynamics in language learning. In Z. Dörnyei, A. Henry, & P. D. MacIntyre (Eds.). Motivational dynamics in language learning (pp. 20-28). Bristol: Multilingual Matters.
  • Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study. The Modern Language Journal, 101(4), 669-690.
  • Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21(1), 112–126.
  • Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154-167.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125–132.
  • Juarrero, A. (1999). Dynamics in action: Intentional behavior as a complex system. Cambridge, MA: MIT Press.
  • Kasbi, S., & Elahi Shirvan, M. (2017). Ecological understanding of foreign language speaking anxiety: emerging patterns and dynamic systems. Asian-Pacific Journal of Second and Foreign Language Education, 2(1), 2-20.
  • Kelso, J.A.S. (2002). Self-organizing dynamical systems. In N. Smelser & P. Baltes (Eds) International Encyclopedia of the Social and Behavioral Sciences (pp. 13844–13850). Oxford: Elsevier.
  • Krentzman, A. R. (2013). Review of the application of positive psychology to substance use, addiction, and recovery research. Psychology of Addictive Behaviors, 27(1), 151. Labov, W. (2006). Narrative pre-construction. Narrative Inquiry, 16 (1), 37–45.
  • Larsen-Freeman, D. (2006). The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied linguistics, 27(4), 590-619.
  • Larsen-Freeman, D. (2016). Classroom-oriented research from a complex systems perspective. Studies in Second Language Learning and Teaching, 6(3), 377–393.
  • Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford University Press.Lowie, W. M., & Verspoor, M. H. (2019). Individual differences and the ergodicity problem. Language Learning, 69 (S1), 184-206.
  • Lowie, W., & Verspoor, M. (2015). Variability and variation in second language acquisition orders: A dynamic reevaluation. Language Learning, 65(1), 63–88.
  • Lu, Z., & Liu, M. (2011). Foreign language anxiety and strategy use: A study with Chinese undergraduate EFL learners. Journal of Language Teaching and Research, 2(6), 1298-1305.
  • MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. In D. J. Young (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (pp. 24–45). Boston, MA: McGraw-Hill.
  • MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85-117.
  • MacIntyre, P. D., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive–broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193–213.
  • MacIntyre, P. D., & Legatto, J. J. (2011). A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32(2), 149-171.
  • MacIntyre, P. D., & Serroul, A. (2015). Motivation on a per-second timescale: Examining approach-avoidance motivation during l2 task performance. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 109-138). Bristol: Multilingual Matters.
  • Macrae, C. N., & Bodenhausen, G. V. (2000). Social cognition: Thinking categorically about others. Annual review of psychology, 51(1), 93-120.
  • Pavlenko, A. (2002). Bilingualism and emotions. Multilingua, 21(1), 45-78.
  • Pavlenko, A. (2007). Autobiographical narratives as data in applied linguistics. Applied Linguistics, 28 2), 163–188.
  • Pluskota, A. (2014). The application of positive psychology in the practice of education. Springer Plus, 3(1), 147-154.
  • Polkinghorne, D.E., (1995). Narrative configuration in qualitative analysis. Qualitative Studies in Education. 8 (1), 5–23.
  • Robins, R.W., John, O.P., & Caspi A. (1996) Resilient, overcontrolled, and undercontrolled boys: Three replicable personality types. Journal of Personality and Social Psychology, 7(1), 157–171.
  • Saghafi, K., Adel, S. M. R., & Zareian, G. (2017). An ecological study of foreign language writing anxiety in English as a foreign language classroom. Journal of Intercultural Communication Research, 46(5), 424-440.
  • Saito, Y., Horwitz, E. K., & Garza, T. J. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202–218.
  • Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129–142.
  • Stewart, I., & Joines, V. (1987). TA today: A new introduction to transactional analysis. Nottingham: Lifespace Publishing
  • Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. New York: Kluwer Academic Publishers.

Tracing the signature dynamics of foreign language classroom anxiety and foreign language enjoyment: A retrodictive qualitative modeling

Year 2020, Volume: 6 Issue: 1, 23 - 44, 27.03.2020

Majid Elahı Shırvan Nahid Talebzadeh

https://doi.org/10.32601/ejal.710194
Cited By: 26

Abstract

With the shift from negative psychology to positive psychology in the field of applied linguistics, and in alignment with the dynamic turn in this filed, recent studies have tried to micro-map foreign language classroom anxiety (FLCA) and foreign language enjoyment (FLE) from a dynamic perspective. However, the signature dynamics of learners’ FLCA, as a negative emotion, and FLE, as a positive emotion, are yet to be explored. Inspired by Dörnyei (2014), we used the innovative approach of retrodictive qualitative modeling (RQM) to explore the signature dynamics of the two variables. Having identified the learner archetypes of FLE and FLCA via focus-group interviews with a group of teachers regarding their learners’ enjoyment and anxiety experiences, we conducted in-depth interviews with one prototypical student from each archetype in order to discover the trends and trajectories leading to a specific outcome or attractor state by tracking and investigating the dynamic occurrences backwards. The results provided us with new insights into the dynamic trends leading to different archetypes of FLE and FLCA as well as the adoptability of the RQM to studies on the dynamics of enjoyment and anxiety.

Keywords

foreign language classroom anxiety; foreign language enjoyment; signature dynamics; retrodictive qualitative modeling; archetype

References

  • Arnold, J., & Brown, H. D. (1999). A map of the terrain. In J. Arnold (Ed.), Affect in language learning (pp. 1-24). Cambridge: Cambridge University Press.
  • Barkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36(3), 372-387.
  • Belous, I. (2012). MaxQDA 11 [Computer software]. Marburg, Germany: Verbi Software. Retrieved from http://www.maxqda.com/
  • Byrne, D. (2010). Comparison, diversity and complexity. In P. Cilliers & R. Preiser (Eds.), Complexity, difference and identity (pp. 61–75). Dordrecht, the Netherlands: Springer.
  • Chan, L., Dörnyei, Z., & Henry, A. (2015). Learner archetypes and signature dynamics in the language classroom: A retrodictive qualitative modelling approach to studying L2 motivation. In Dörnyei, Z., Henry,
  • A., & MacIntyre, P. D. (Eds.). Motivational dynamics in language learning (pp. 238-259). Multilingual Matters.
  • Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
  • de Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic systems theory to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7–21.
  • Dewaele, J. M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance?. Studies in Second Language Learning and Teaching, 8(1), 21-45.
  • Dewaele, J. M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of the language learner. In T. Gregersen, P. D, MacIntyre, & S. Mercer (Eds.), Positive psychology in SLA (pp 215-236). Bristol: Multilingual Matters.
  • Dewaele, J. M., &Dewaele, L. (2017). The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1(1), 12-22.
  • Dewaele, J. M., &MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274.
  • Dewaele, J. M., MacIntyre, P. D., Boudreau, C., & Dewaele, L. (2016). Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom. Theory and Practice of Second Language Acquisition, 2(1), 41-63.
  • Dewaele, J. M., Witney, J., Saito, K., & Dewaele, L. (2017). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 1362168817692161.
  • Dewaele, J.-M. (2007). The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners. The International Journal of Bilingualism, 11 (4), 391-409.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
  • Dörnyei, Z. (2014). Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom. Language Teaching, 47 (1), 80-91.
  • Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. London: Routledge.
  • Dörnyei, Z., Henry, A., & MacIntyre, P. D. (2015). Motivational dynamics in language learning. Bristol: Multilingual Matters.
  • Elahi Shirvan, M. & Talebzadeh, N. (2017). English as a foreign language learners’ anxiety and interlocutors’ status and familiarity: An idiodynamic perspective. Polish Psychological Bulletin, 48(4), 489-503.
  • Elahi Shirvan, M., & Taherian, T. (2018). Longitudinal examination of university students’ foreign language enjoyment and foreign language classroom anxiety in the course of general English: Latent growth curve modeling. International Journal of Bilingual Education and Bilingualism, Advance online publication. doi.org/10.1080/13670050.2018.1441804
  • Elahi Shirvan, M., & Talebzadeh, N. a (2018). Exploring the fluctuations of foreign language enjoyment in conversation: An idiodynamic perspective. Journal of Intercultural Communication Research, 47(1), 21-37.
  • Elahi Shirvan, M., & Talezadeh, N. B. (2018). Is transparency an illusion? An idiodynamic assessment of teacher and peers’ reading of nonverbal communication cues of foreign language enjoyment. Journal of Intercultural Communication Research, 47(3), 188-206.
  • Gibson, W. J., & Brown, A. (2009). Working with qualitative data. London: Sage.
  • Gkonou, C. (2017). Towards an ecological understanding of language anxiety. In C. Gkonou, M. Daubney, &, J. M. Dewaele, J (Eds). New insights into language anxiety: Theory, research and educational implications (pp. 136–156). Bristol: Multilingual Matters.
  • Gkonou, C., Daubney, M., & Dewaele, J. M. (Eds.). (2017). New insights into language anxiety: Theory, research and educational implications. Bristol: Multilingual Matters.
  • Gregersen, T., Macintyre, P. D., & Meza, M. D. (2014). The motion of emotion: Idiodynamic case studies of learners' foreign language anxiety. The Modern Language Journal, 98(2), 574-588.
  • Gregersen, T., MacIntyre, P. D., & Olsen, T. (2017). Do you see what I feel? An Idiodynamic assessment of expert and peer’s reading of nonverbal language anxiety cues. In C. Gkonou, M. Daubney, & J.-M.
  • Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 110–134). Bristol: Multilingual Matters
  • Haggis, T. (2008). Knowledge must be contextual: Some possible implications of complexity and dynamic systems theories for educational research. Educational Philosophy and Theory, 40 (1), 158–176.
  • Hiver, P. (2015). Attractor states. Motivational dynamics in language learning. In Z. Dörnyei, A. Henry, & P. D. MacIntyre (Eds.). Motivational dynamics in language learning (pp. 20-28). Bristol: Multilingual Matters.
  • Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study. The Modern Language Journal, 101(4), 669-690.
  • Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21(1), 112–126.
  • Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154-167.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125–132.
  • Juarrero, A. (1999). Dynamics in action: Intentional behavior as a complex system. Cambridge, MA: MIT Press.
  • Kasbi, S., & Elahi Shirvan, M. (2017). Ecological understanding of foreign language speaking anxiety: emerging patterns and dynamic systems. Asian-Pacific Journal of Second and Foreign Language Education, 2(1), 2-20.
  • Kelso, J.A.S. (2002). Self-organizing dynamical systems. In N. Smelser & P. Baltes (Eds) International Encyclopedia of the Social and Behavioral Sciences (pp. 13844–13850). Oxford: Elsevier.
  • Krentzman, A. R. (2013). Review of the application of positive psychology to substance use, addiction, and recovery research. Psychology of Addictive Behaviors, 27(1), 151. Labov, W. (2006). Narrative pre-construction. Narrative Inquiry, 16 (1), 37–45.
  • Larsen-Freeman, D. (2006). The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied linguistics, 27(4), 590-619.
  • Larsen-Freeman, D. (2016). Classroom-oriented research from a complex systems perspective. Studies in Second Language Learning and Teaching, 6(3), 377–393.
  • Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford University Press.Lowie, W. M., & Verspoor, M. H. (2019). Individual differences and the ergodicity problem. Language Learning, 69 (S1), 184-206.
  • Lowie, W., & Verspoor, M. (2015). Variability and variation in second language acquisition orders: A dynamic reevaluation. Language Learning, 65(1), 63–88.
  • Lu, Z., & Liu, M. (2011). Foreign language anxiety and strategy use: A study with Chinese undergraduate EFL learners. Journal of Language Teaching and Research, 2(6), 1298-1305.
  • MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. In D. J. Young (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (pp. 24–45). Boston, MA: McGraw-Hill.
  • MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85-117.
  • MacIntyre, P. D., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive–broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193–213.
  • MacIntyre, P. D., & Legatto, J. J. (2011). A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32(2), 149-171.
  • MacIntyre, P. D., & Serroul, A. (2015). Motivation on a per-second timescale: Examining approach-avoidance motivation during l2 task performance. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 109-138). Bristol: Multilingual Matters.
  • Macrae, C. N., & Bodenhausen, G. V. (2000). Social cognition: Thinking categorically about others. Annual review of psychology, 51(1), 93-120.
  • Pavlenko, A. (2002). Bilingualism and emotions. Multilingua, 21(1), 45-78.
  • Pavlenko, A. (2007). Autobiographical narratives as data in applied linguistics. Applied Linguistics, 28 2), 163–188.
  • Pluskota, A. (2014). The application of positive psychology in the practice of education. Springer Plus, 3(1), 147-154.
  • Polkinghorne, D.E., (1995). Narrative configuration in qualitative analysis. Qualitative Studies in Education. 8 (1), 5–23.
  • Robins, R.W., John, O.P., & Caspi A. (1996) Resilient, overcontrolled, and undercontrolled boys: Three replicable personality types. Journal of Personality and Social Psychology, 7(1), 157–171.
  • Saghafi, K., Adel, S. M. R., & Zareian, G. (2017). An ecological study of foreign language writing anxiety in English as a foreign language classroom. Journal of Intercultural Communication Research, 46(5), 424-440.
  • Saito, Y., Horwitz, E. K., & Garza, T. J. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202–218.
  • Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129–142.
  • Stewart, I., & Joines, V. (1987). TA today: A new introduction to transactional analysis. Nottingham: Lifespace Publishing
  • Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. New York: Kluwer Academic Publishers.
There are 60 citations in total.

Details

Primary Language English
Subjects Linguistics
Journal Section Articles
Authors

Majid Elahı Shırvan This is me

Nahid Talebzadeh This is me

Publication Date March 27, 2020
Published in Issue Year 2020 Volume: 6 Issue: 1

Cite

APA Elahı Shırvan, M., & Talebzadeh, N. (2020). Tracing the signature dynamics of foreign language classroom anxiety and foreign language enjoyment: A retrodictive qualitative modeling. Eurasian Journal of Applied Linguistics, 6(1), 23-44. https://doi.org/10.32601/ejal.710194

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