| Nota di contenuto |
Intro -- 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.
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English Education in Oman : Current Scenarios and Future Trajectories / / edited by Rahma Al-Mahrooqi, Christopher Denman
