Book Review: Language Education and Emotions: Research Into Emotions and Language Learners, Language Teachers and Educational Processes

Long, Zaibo

doi:10.3389/fpsyg.2021.732706

Cited by 3 publications

(2 citation statements)

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“…Among the most critical points, learners noted here are the information remembering effectiveness and saving time for searching it (McLelland, 2017). The pros of spending a minimum of time and high efficiency in foreign language learning are also indicated by Simons and Smits (2020). However, despite many claims of this format's attractiveness due to its simplicity and time efficiency, there has been limited research on difficulties in language learning via nanocourses.…”

Section: Literature Reviewmentioning

confidence: 84%

Nanolearning approach in developing professional competencies of modern students: Impact on self‐regulation development

Radzitskaya,

Islamov

2024

Computer Assisted Learning

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Nanolearning represents an educational methodology rooted in personalisation and the individualisation of the educational process, leveraging contemporary information technologies. Nanolearning, closely intertwined with self‐regulated learning, entails an individual's capacity to plan, monitor and regulate their learning process, objectives and strategies. In nanolearning, information is presented in small, discrete fragments, necessitating students to autonomously manage their time and educational progress, thereby determining when and what to study. Nanolearning and TikTok can synergistically intersect, yielding innovative pedagogical approaches. TikTok, a popular social platform for sharing concise video clips, introduces a novel mode of information dissemination and interpersonal communication.BackgroundThe introduction of a flexible education system that meets the individual requirements of a student is a burning need of our time. The study hypothesis is as follows: Will nanolearning be able to change the self‐regulatory competence of the experiment participants and how exactly?ObjectivesThe current study aimed to determine nanolearning effectiveness in the context of students' self‐regulation development.MethodsThis was done using a self‐regulation questionnaire addressed to a sample of 120 students of the Kokshetau University named after A. Myrzakhmetov. As a nanolearning platform, this study benefited from the TikTok app.ResultsThe results showed that the experimental group achieved significantly higher scores than the control group on goal setting, environmental structuring, task strategies, time management, help‐seeking and self‐evaluation.ConclusionsThe results obtained can help develop a set of activities for the optimisation of the educational process to improve student professional competence.

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Section: Literature Reviewmentioning

confidence: 84%

Nanolearning approach in developing professional competencies of modern students: Impact on self‐regulation development

Radzitskaya,

Islamov

2024

Computer Assisted Learning

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“…Recent decades have seen exponential growth in attention to two research areas in second language acquisition (SLA), which—until now—have continued along two relatively separate and independent paths. On the one hand, scholars have focused steadily increased interest in better understanding the relationships between language learning and emotions (e.g., Agudo, 2018; Dewaele & Li, 2020; Dörnyei et al., 2014; Simons & Smits, 2020), which has led to an exciting evolution of language classroom initiatives footed in affective dynamics and emotional well‐being in SLA (e.g., Helgesen, n.d.). At the same time, the field of heritage language education (HLE) has also seen a tremendous boost, with dedicated scholars who continue to explore new theories and teaching practices in language learning geared toward fostering successful and healthy learning spaces for heritage language learners (HLLs).…”

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confidence: 99%

Global perspectives on heritage language education and emotion: Introduction to the special issue

Driver,

Prada

2024

The Modern Language Journal

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Fear, anxiety, and uncertainty creep into the confidence the learner has previously placed in their knowing and is reflective of a very chaotic transitional period. Senses are overloaded with unfamiliar knowledges, thoughts, and reflections that disrupt a familiar and comfortable sense of being and knowing, but once in the middle we must press on through to the other side or be carried away by fear-the fear of myths and stereotypes that have, until now, informed how we have come to know (Styres, 2019, p. 29).Recent decades have seen exponential growth in attention to two research areas in second language acquisition (SLA), which-until now-have continued along two relatively separate and independent paths. On the one hand, scholars have focused steadily increased interest in better understanding the relationships between language learning and emotions (e.g., Agudo, 2018;Dewaele & Li, 2020;Dörnyei et al., 2014; Simons & Smits, 2020), which has led to an exciting evolution of language classroom initiatives footed in affective dynamics and emotional well-being in SLA (e.g., Helgesen, n.d.). At the same time, the field of heritage language education (HLE) has also seen a tremendous boost, with dedicated scholars who continue to explore new theories and teaching practices in language learning geared toward fostering successful and healthy learning spaces for heritage language learners (HLLs). As these bodies of work continue to expand, and educators spearhead initiatives for pedagogies that serve heritage speakers, their families, and HLE stakeholders, the absence of research dedicated to exploring emotional variables among this population of learners becomes more apparent and, at times, problematic for the field as a whole.The term heritage speaker (HS) is often used to refer to individuals who grew up exposed to a nonmajority language at home (i.e., the heritage language) and a socially dominant majority language. It includes community (Wiley, 2005) and Indigenous language learners (Fairclough & Beaudrie, 2016).

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Mapping the research on language teacher emotion: A systematic literature review

Han,

Jin,

Yin

2023

System

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Book Review: Language Education and Emotions: Research Into Emotions and Language Learners, Language Teachers and Educational Processes

Cited by 3 publications

References 1 publication

Nanolearning approach in developing professional competencies of modern students: Impact on self‐regulation development

Nanolearning approach in developing professional competencies of modern students: Impact on self‐regulation development

Global perspectives on heritage language education and emotion: Introduction to the special issue

Mapping the research on language teacher emotion: A systematic literature review

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