Examining Ethnocentrism, Emotionalization, and Life Syllabus in Foreign Language Achievement

Abstract

Given the importance of ethnocentrism in social interactions and its influence on language learning and teaching, the present study intends to explore the possible relationships between using life syllabus and emotionalization on ethnocentric views using the foreign language achievement (FLA) scores. To this end, 273 Iranian English learners from different language institutes completed the scales. Structural equation modelling (SEM) was utilized to examine the possible interactions. The findings indicated that while exvolvement, as a part of emotionalization, leads to higher FLA scores, involvement shows the opposite results. In addition, the results revealed that the language aspect of the life syllabus leads to higher FLA scores, and ethnocentrism was found to be less related to FLA. In the end, the results were discussed and some suggestions were made to help policy makers and materials developers modify the existing syllabuses.

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

“…Additionally, the reviewed studies in English language teaching revealed that emotioncy has received more attention than the other five fields. The researched topics ranged from language skills (i.e., willingness to read, willingness to communicate, readability measurement, vocabulary retention) (see Pishghadam and Shayesteh, 2016 ; Shahian et al, 2017 ; Borsipour et al, 2019 ; Makiabadi, 2020 ) to life syllabus (Shakeebaee, 2020 ), emotionalization (Shakeebaee et al, 2017 ), teacher emotional labor and teacher burnout (Momenzadeh, 2020 ), test bias (Pishghadam et al, 2017a ), emo-sensory capital (Pishghadam et al, 2018a ) and Emotion-based language instruction (Pishghadam et al, 2013 ). There is abundant room for future studies on other areas of English language teaching, particularly other language skills, in light of emotioncy study.…”