Yabancı/İkinci Dil Eğitiminde Pozitif Psikoloji Üzerine On Yıllık Bibliyometrik Bir Analiz (2012-2022)

Yıl 2024, Cilt: 17 Sayı: 4, 765 - 790, 31.10.2024

Naile Canlı , Devrim Höl

https://doi.org/10.30831/akukeg.1405559

Öz

Bu bibliyometrik çalışma, 2012-2022 yılları arasında Web of Science (WoS) veri tabanından alınan 137 belgeyi analiz ederek yabancı/ikinci dil eğitimi alanında pozitif psikolojinin araştırma eğilimlerini, üretkenliğini, yayın ve atıf modellerini incelemektedir. Veri analizi MS Excel ve Biblioshiny gibi çeşitli scientometrik yazılımlar kullanılarak gerçekleştirilmiştir. Sonuçlar, bu konudaki ilk yayının 2012 yılında ortaya çıktığını, 2021-2022 yıllarında büyük bir artış gözlendiğini ve en yüksek yayın sayısının (N = 41) 2022'de olduğunu ortaya koymaktadır. En yüksek atıf sayısı (n = 528) 2018 yılında gözlemlenmiştir. Çin'in bu alanda en üretken ülke olduğu (N = 106), Japonya'nın ise en yüksek atıf etkisine (N = 63) sahip olduğu görülmüştür. En çok atıf alan belge 198 atıf almıştır. Çalışmada ayrıca en sık kullanılan kelimenin "duygu" ve trend konunun ise pozitif psikoloji olduğu tespit edilmiştir. En verimli üniversite ise Birleşik Krallık'taki Birkbeck University of London olarak tespit edilmiştir.

Anahtar Kelimeler

bibliyometrik analiz, bibliyoshiny, pozitif psikoloji, yabancı dil eğitimi, ikinci dil eğitimi

A Bibliometric Analysis of Ten Years on Positive Psychology in Foreign/Second Language Education (2012-2022)

Öz

This bibliometric study examines the research trends, productivity, publication, and citation patterns of positive psychology in the field of foreign/second language education by analyzing 137 documents retrieved from the Web of Science (WoS) database between 2012-2022. Data analysis was conducted using various scientometric software, including MS Excel and Biblioshiny. Results reveal that the first publication on this topic appeared in 2012, with a major increase observed in 2021-2022, with the highest number of publications (N = 41) in 2022. The highest number of citations (n = 528) were observed in 2018. China was found to be the most productive country (N = 106), while Japan had the highest citation impact (N = 63). The most cited document received 198 citations. The study also found that the most frequently used word was "emotion" and the trending topic was positive psychology. The most productive university affiliation was found to be Birkbeck University of London in the UK.

Anahtar Kelimeler

bibliometric analysis, biblioshiny, positive psychology, foreign language education, second language education

Kaynakça

• Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959-975. https://doi.org/10.1016/j.joi.2017.08.007
• Arnold, J. (Ed.) (1999). Affect in language learning. Cambridge University Press.
• Arnold, J., & Fonseca, C. (2007). Affect in teacher talk. Language Acquisition and Development, 107-121.
• Bown, J., & White, C. J. (2010). Affect in a self-regulatory framework for language learning. System, 38, 432-443. https://doi.org/10.1016/j.system.2010.03.016
• Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper and Row.
• Delos Reyes, R. D. G., & Torio, V. A. G. (2020). The relationship of expert teacher–learner rapport and learner autonomy in the CVIF-dynamic learning program. Asia-Pacific Education Researcher, 30, 471-481. https://doi.org/10.1007/s40299-020-00532-y
• Derakhshan, A. (2021). The predictability of Turkman students’ academic engagement through Persian language teachers’ nonverbal immediacy and credibility. Journal of Teaching Persian to Speakers of Other Languages, 10(1), 3-24. https://doi.org/10.30479/JTPSOL.2021.14654.1506
• Dewaele, J. M. (2005). Investigating the psychological and the emotional dimensions in instructed language learning: obstacles and possibilities. The Modern Language Journal, 89(3), 367-380. https://doi.org/10.1111/j.1540-4781.2005.00311.x
• Dewaele, J. M. (2015). On emotions in foreign language learning and use. The Language Teacher, 39, 13-15.
• Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, 2128. https://doi.org/10.3389/fpsyg.2019.02128
• Dewaele, J. M., & Li, C. (2018). Emotions in second language acquisition. Studies in Second Language Learning and Teaching, 8(1), 15-19. https://doi.org/10.14746/ssllt.2018.8.1.1
• 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. https://doi.org/10.14746/ssllt.2014.4.2.5
• Dewaele, J. M., & MacIntyre, P. D. (2019). The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp. 263-286). Routledge. https://doi.org/10.4324/9781351190558-12
• Dewaele, J. M., Özdemir, C., Karci, D., Uysal, S., Özdemir, E. D., & Balta, N. (2022). How distinctive is the foreign language enjoyment and foreign language classroom anxiety of Kazakh learners of Turkish?. Applied Linguistics Review, 13(2), 243-265. https://doi.org/10.1515/applirev-2019-0021
• Dewaele, J. M., & Pavelescu, L. M. (2021). The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: A multiple case study. Innovation in Language Learning and Teaching, 15(1), 66-80. https://doi.org/10.1080/17501229.2019.1675667
• Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford University Press.
• Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford University Press.
• Dzikowski, P. (2018). A bibliometric analysis of born global firms. Journal of Business Research, 85, 281-294. https://doi.org/10.1016/j.jbusres.2017.12.054
• Fredrickson, B. L. (2003). The Value of Positive Emotions: The emerging science of positive psychology is coming to understand why it’s good to feel good. American Scientist, 91(4), 330-335.
• Fredrickson, B. L. (2004). Gratitude, like other positive emotions, broadens and builds. In R. A. Emmons & M. E. McCullough (Eds.), The psychology of gratitude (pp. 145-166). Oxford University Press.
• Fredrickson, B. L. (2008). Promoting positive affect. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 449-468). Guilford.
• Gabryś-Barker, D., & Gałajda, D. (Eds.) (2016). Positive psychology perspective on foreign language learning and teaching. Springer. https://doi.org/10.1007/978-3-319-32954-3
• Gao, L. X., Zhang, L. J., & Tesar, M. (2020). Teacher cognition about sources of English as a foreign language (EFL) listening anxiety: A qualitative study. Linguistic and Philosophical Investigations, 19, 64-85. https://doi.org/10.22381/LPI1920203
• Gaviria-Marin, M., Merigo´, J. M., & Baier-Fuentes, H. (2019). Knowledge management: A global examination based on bibliometric analysis. Technological Forecasting and Social Change, 140, 194–220. https://doi.org/10.1016/j.techfore.2018.07.006
• Gregersen, T. (2013). Language learning vibes: What, why and how to capitalize for positive affect. In D. Gabry-Barker & J. Bielska (Eds.), The affective dimension in second language acquisition (pp. 89-98). Multilingual Matters.
• Höl, D. (2022). A bibliometric analysis of twenty-eight years on ‘Assessing pronunciation in English as a second/foreign language classes’ (1993-2021). International Online Journal of Education and Teaching (IOJET), 9(4), 2057-2075.
• Houser, M. L., & Hosek, A. M. (2018). Handbook of instructional communication: Rhetorical and relational perspectives (2nd ed.). Routledge.
• Jin, J., Mercer, S., Babic, S., & Mairitsch, A. (2021). Understanding the ecology of foreign language teacher wellbeing. In K. Budzin ́ska & O. Majchrzak (Eds.), Positive psychology in second and foreign language education (pp.19-38). Springer. https://doi.org/10.1007/978-3-030-64444-4_2
• Khajavy, G. H. (2021). Modeling the relations between foreign language engagement, emotions, grit and reading achievement. In P. Hiver, A. H. Al-Hoorie, & S. Mercer (Eds.), Student engagement in the language classroom (pp. 241-259). Multilingual Matters.
• Lazarus, R. S. (2003). Does the positive psychology movement have legs?. Psychological Inquiry, 14(2), 93-109.
• Li, C., Dewaele, J. M., & Jiang, G. (2020). The complex relationship between classroom emotions and EFL achievement in China. Applied Linguistics Review, 11(3), 485-510. https://doi.org/10.1515/applirev-2018-0043
• Li, C., Jiang, G., & Dewaele, J. M. (2018). Understanding Chinese high school students’ foreign language enjoyment: Validation of the Chinese version of the foreign language enjoyment scale. System, 76, 183-196. https://doi.org/10.1016/j.system.2018.06.004
• Liu, H., & Song, X. (2021). Exploring “Flow” in young Chinese EFL learners’ online English learning activities. System, 96, 102425. https://doi.org/10.1016/j.system.2020.102425
• Lopez, S. J. (2008). Positive psychology: Exploring the best in people, Vol. 4. Pursuing Human Flourishing. Praeger Perspectives.
• MacIntyre, P. D. (2016). So far so good: an overview of positive psychology and its contributions to SLA. In D. Gabry ́s-Barker & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching, (pp. 3-20), Springer. https://doi.org/10.1007/978-3-319-32954-3_1
• MacIntyre, P. (2021). Exploring applications of positive psychology in SLA. In K. Budzin ́ska & O. Majchrzak (Eds.), Positive psychology in second and foreign language education (pp. 3-17). Springer. https://doi.org/10.1007/978-3-030-64444-4_1
• 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. https://doi.org/10.14746/ssllt.2012.2.2.4
• MacIntyre, P. D., Gregersen, T., & Mercer, S. (2016). Conclusion. In P.D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 374–379). Multilingual Matters. https://doi.org/10.21832/9781783095360-018
• MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103(1), 262-274. https://doi.org/10.1111/modl.12544
• MacIntyre, P. D., & Vincze, L. (2017). Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching, 7(1), 61-88. https://doi.org/10.14746/ssllt.2017.7.1.4
• Marcos-Llinás, M., & Garau, M. J. (2009). Effects of language anxiety on three proficiency-level courses of Spanish as a foreign language. Foreign language annals, 42(1), 94-111. https://doi.org/10.1111/j.1944-9720.2009.01010.x
• Mercer, S., & Gregersen, T. (2020). Teacher wellbeing. Oxford University Press.
• Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
• Oxford, R. L. (2016). Toward a psychology of well-being for language learners: the ‘EMPATHICS’ vision. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA. (pp. 10-90), Multilingual Matters. https://doi.org/10.21832/9781783095360-003
• Park, N., Peterson, C., & Seligman, M. E. P. (2004). Strengths of character and well-being. Journal of Social and Clinical Psychology 23, 603-619. https://doi.org/10.1521/jscp.23.5.603.50748
• Pishghadam, R., Derakhshan, A., Jajarmi, H., Tabatabaee Farani, S., & Shayesteh, S. (2021). Examining the role of teachers’ stroking behaviors in EFL learners’ active/passive motivation and teacher success. Frontiers in Psychology, 12, 707314. https://doi.org/10.3389/fpsyg.2021.707314
• Pishghadam, R., Derakhshan, A., & Zhaleh, K. (2019). The interplay of teacher success, credibility, and stroke with respect to EFL students’ willingness to attend classes. Polish Psychological Bulletin, 50(4), 284-292. https://doi.org/10.24425/ppb.2019.131001
• Puozzo Capron, I., & Piccardo, E. (Eds.). (2013). L’émotion et l’apprentissage des langues [Special Issue]. Lidil, 48, 5-16.
• Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press. Seligman, M. E. P., & Csíkszentmihályi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5
• Sharwood, M. S. (2017). Introducing language and cognition. A map of the mind. Cambridge University Press.
• Tijjani, B., Ashiq, M., Siddique, N., Khan, M. A., & Rasul, A. (2020). A bibliometric analysis of quality research papers in Islamic finance: Evidence from Web of Science. ISRA International Journal of Islamic Finance, 13(1), 84-101. https://doi.org/10.1108/IJIF-03-2020-0056
• Vaezi, S., & Fallah, N. (2011). The relationship between emotional intelligence and burnout among Iranian EFL teachers. Journal of Language Teaching & Research, 2(5), 1122-1129. https://doi.org/doi:10.4304/jltr.2.5.1122-1129
• Waltman, L., & van Eck, N. J. (2012). A new methodology for constructing a publication‐level classification system of science. Journal of the American Society for Information Science and Technology, 63(12), 2378-2392. https://doi.org/10.1002/asi.22748
• Wang, Y., Derakhshan, A., & Zhang, L. J. (2021) Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology 12, 731721. https://doi.org/10.3389/fpsyg.2021.731721
• Xie, F., & Derakhshan, A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context. Frontiers in Psychology, 12, 708490. https://doi.org/10.3389/fpsyg.2021.708490
• Yan, L., & Zhiping, W. (2023). Mapping the literature on academic publishing: A bibliometric analysis on WOS. Sage Open, 13(1), 1-16. https://doi.org/10.1177/21582440231158562