A probe into EFL learners’ emotioncy as a source of test bias: Insights from differential item functioning analysis

Karami, Maliheh; Pishghadam, Reza; Baghaei, Purya

doi:10.1016/j.stueduc.2019.01.003

Cited by 9 publications

(10 citation statements)

References 25 publications

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“…Overall, relying upon the previous studies of emotioncy (e.g., Karami, et al, 2019;Makiabadi et al, 2019; multisensory education (e.g., Auer, 2008;Baines, 2008;Birsh & Carreker, 2018;Katai, 2011;Lee et al, 2019), and sensory integration (e.g., Alvarado et al, 2007;Lin, 2004;Young et al, 2011) showing that senses facilitate learning and knowledge retrieval, we speculated that full sensory involvement would carry more sensory knowledge and modify brain components in a way that facilitates the cognitive processes underlying semantic and pragmatic comprehension.…”

Section: Introductionmentioning

confidence: 98%

FN400 and LPC Responses to Different Degrees of Sensory Involvement: A Study of Sentence Comprehension

Shayesteh¹,

Pishghadam²,

Khodaverdi³

2020

ACP

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Section: Introductionmentioning

confidence: 98%

FN400 and LPC Responses to Different Degrees of Sensory Involvement: A Study of Sentence Comprehension

Shayesteh¹,

Pishghadam²,

Khodaverdi³

2020

ACP

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“…That is to say, there was neither emotioncy for word form nor word meaning (Karami et al, 2019). Hence, the negative aspect of sensory emotion related to exvolvement was not present for the avolved and the involved target words.…”

Section: The N100 Componentmentioning

confidence: 86%

“…Since the introduction of emotioncy to the field of FL teaching and learning, several studies have focused on this concept (e.g., Borsipour, 2016;Karami, Pishghadam, & Baghaei, 2019;Pishghadam, Baghaei et al, 2016;Shahian, 2016). In some of them, which are relevant to the purpose of the present study, the role of emotion has been examined (e.g., Borsipour, Pishghadam, & Naji Meidani, 2019;Pishghadam, Zabetipour, & Aminzadeh, 2016).…”

Section: Figurementioning

confidence: 99%

“…Hence, the negative aspect of sensory emotion related to exvolvement was not present for the avolved and the involved target words. In other words, people who employ fewer number of senses (auditory, visual, kinesthetic) to learn something develop distal emotions, and they may have weak processing of information; on the other hand, people who learn something through involvement (inner, arch) develop proximal emotions that enable them to have deeper processing of information (Karami et al, 2019). In addition, the insignificant difference between exvolvement and involvement can be ascribed to the length of the instruction, and the available time for the consolidation of the new form and its meaning.…”

Section: The N100 Componentmentioning

confidence: 99%

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Sensory Emotion in Words: Evidence From an Event-related Potential (ERP) Study in Light of the Emotioncy Model

Farani

Pishghadam

Khodaverdi

2023

BCN

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Introduction: Delving into the prominent role of emotions and senses in the realm of language is not something new in the field. Thereupon, the newly developed notion of emotioncy has been introduced to the foreign language education to underscore the role of sense-induced emotions in the process of language learning and teaching. Methods: The present study implemented ERPs to provide evidence to the significance of employing emosensory instructional strategies in teaching vocabulary items. Hence, eighteen female participants were randomly instructed six English nouns toward which they had no prior knowledge and received no instruction for the other three words. Then, while the participants’ EEG was being recorded, they took a sentence comprehension task. Results: Behavioral results demonstrated significant differences among the avolved, the exvolved, and the involved nouns. However, ERP analyses of target words indicated the modulations of N100 and N480 components while no significant effect was observed at P200. Further, the analysis of sensory N100 for the critical words revealed no significant effect. Conclusion: In conclusion, the emotioncy-based language instruction could affect neural correlates of emotional word comprehension from the early stages of EEG recording. The findings of this study can shed light on the importance of including senses and emotions in language teaching, learning, and testing, along with materials development.

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“…Drawing upon Pishghadam et al's ( 2019a ) concept of teachers as envolvers, several studies suggested that teaching should be perceived as a transvolvement practice, creating, and cultivating a safe space for increasing students' emotioncy levels. One way to achieve that goal is to consider learner backgrounds in all stages of a lesson: preparation (Karami et al, 2019 ), teaching, and assessment (Shahian, 2020 ). Teachers need to be aware of their role as envolvers since they can significantly influence the senses and emotions of learners toward a particular concept.…”

Section: Discussionmentioning

confidence: 99%

Toward an Emotioncy Based Education: A Systematic Review of the Literature

Miri

Pishghadam

2021

Front. Psychol.

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The current systematic review summarizes the growing body of literature on the concept of emotioncy. It presents a synthesis of 61 studies discussing emotioncy related topics. The aims were to examine, interpret, and synthesize results about emotioncy to generate an in-depth and holistic discussion of the key routes of emotioncy based education and the different influencing factors at policy and practice levels. The review revealed that emotioncy has been explored in different disciplines, particularly English language teaching, Persian language teaching, neuroscience, and psychosociology. It was shown that although both empirical and theoretical studies have been conducted on emotioncy, there is abundant room for future studies to use various research methodologies and scopes. The review offers a few data-driven pedagogical implications on emotioncy-based education. The authors argue that emotioncy warrants closer scrutiny in different disciplines.

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A probe into EFL learners’ emotioncy as a source of test bias: Insights from differential item functioning analysis

Cited by 9 publications

References 25 publications

FN400 and LPC Responses to Different Degrees of Sensory Involvement: A Study of Sentence Comprehension

FN400 and LPC Responses to Different Degrees of Sensory Involvement: A Study of Sentence Comprehension

Sensory Emotion in Words: Evidence From an Event-related Potential (ERP) Study in Light of the Emotioncy Model

Toward an Emotioncy Based Education: A Systematic Review of the Literature

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