L2 grit and language mindsets as predictors of EFL learners’ attitudes toward effectiveness and value of CALL

Zarrinabadi, Nourollah; Rezazadeh, Mohsen; Mohammadabadi, Alireza Mohammadzadeh

doi:10.1080/09588221.2022.2108061

Cited by 9 publications

(17 citation statements)

References 36 publications

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“… Bandura (1997) stipulated sources of efficacy beliefs as mastery experience, vicarious experience, social or verbal persuasion, and physiological or affective states. Mastery experience has the most influential role in self-efficacy beliefs, suggesting that successful performance increases self-efficacy ( Bandura, 1997 ; Zarrinabadi et al, 2022 ). In other words, the perception of successful performance facilitates perceived self-efficacy and ensures future proficiency and success.…”

Section: Literature Reviewmentioning

confidence: 99%

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

2022

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Teaching in higher education is critical and fraught with potential vicissitudes, which necessitates the presence of efficient professors armed with positive attributes to perform effectively. Although it is generally accepted that emotion regulation (ER) has numerous benefits for language teachers, in particular university professors, little is known about how it interacts with two other important constructs, i.e., self-efficacy and L2 grit. Furthermore, the effect of ER on L2 teacher grit has not been sufficiently investigated. To fill this gap, the current study was to test a structural model of English as a Foreign Language (EFL) university professors’ ER, self-efficacy, and L2 grit. The participants were 356 Iranian EFL university professors who completed the Language Teacher Emotion Regulation Inventory (LTERI), the Teacher Sense of Efficacy Scale (TSES), and the L2-Teacher Grit Scale (L2TGS). The results of Structural Equation Modeling (SEM) revealed that ER and self-efficacy were strong predictors of L2 grit. Moreover, the significant role of self-efficacy on ER was discovered. The implications of this study may foster effective teaching in higher education, particularly during the COVID-19 pandemic and its impacts on education.

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Section: Literature Reviewmentioning

confidence: 99%

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

2022

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“…It is a multi-factor structure comprising attitudes toward the effectiveness of CALL, teacher influence and exhibition to CALL, etc. ( Vandewaetere and Desmet, 2009 ; Zarrinabadi et al, 2022 ). The TTTC model by He and Tao (2022) mainly concerns the cognitive dimension.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Mindsets are domain-specific ( Mercer and Ryan, 2010 ). For instance, language mindsets are the mindsets in second-language learning, denoting students’ beliefs in their language abilities ( Lou and Noels, 2017 , 2020 ; Papi et al, 2021 ; Zarrinabadi et al, 2022 ). Accordingly, in the current study, translation mindsets, which point to the mindsets in translation learning, can be defined as students’ beliefs in their abilities to learn and do the translation.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Little research has investigated the human factors associated with students’ translation technology learning and use, such as their attitudes ( Liu et al, 2022 ). In fact, attitudes, which gain universal recognition as a critical factor in students’ acceptance of technologies ( Vandewaetere and Desmet, 2009 ; Zarrinabadi et al, 2022 ), are very much related to the degree to which TTT is successful ( Alcina et al, 2007 ). Positive attitudes can stimulate students’ perseverance towards technology and raise their behavioral intention to learn and use it, whereas negative attitudes would trigger psychological barriers that might impede these processes ( Vandewaetere and Desmet, 2009 ; Zarrinabadi et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…Secondly, potential correlations have been shown between students’ mindsets, future work self, and attitudes towards translation technology. While these links are speculative and have not been empirically scrutinized, previous studies on computer-assisted language learning have already revealed that mindsets have far-reaching impacts on how students perceive technology-mediated learning ( Zarrinabadi et al, 2022 ) and that future work self can play an antecedent role in predicting students’ interaction with technology ( Coetzee, 2019 ). Consequently, the question could be raised as to whether these two constructs have the potential to predict students’ attitudes regarding translation technology adoption.…”

Section: Introductionmentioning

confidence: 99%

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Investigating students’ attitudes towards translation technology: The status quo and structural relations with translation mindsets and future work self

Tian

Jia²,

Zhang³

2023

Front. Psychol.

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IntroductionDespite the growing attention paid to the research of translation technology teaching (TTT), there is still a lack of studies on students’ attitudes and the motivational factors in relation to it. To this end, the paper reports on a questionnaire-based study that describes students’ attitudes towards translation technology (in the Chinese MTI context) and explores its structural relations with translation mindsets and future work self.MethodsData were collected from 108 grade 2021 MTI students of three selected Chinese universities and analyzed using descriptive statistics and structural equation modeling (SEM).ResultsThe results demonstrate that Chinese MTI students’ overall attitudes towards translation technology are slightly positive. So far, they perceive translation technology to be slightly effective for translation and are slightly mindful of it. They are slightly influenced by teachers and still feel inhibited when learning and using it. Furthermore, the results also indicate that growth translation mindsets positively influence students’ attitudes towards the effectiveness of translation technology, teacher influence, exhibition to translation technology, and mindfulness about translation technology, whereas fixed translation mindsets only negatively predict students’ teacher influence. Likewise, future work self-salience positively associates with students’ attitudes towards the effectiveness of translation technology and mindfulness about translation technology, while future work self-elaboration positively relates to students’ exhibition to translation technology. Among them, growth translation mindsets are the strongest predictor for all attitudes components.DiscussionTheoretical and pedagogical implications are also discussed.

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The relationship between L2 grit and vocabulary knowledge in first-year Moroccan university students

El Hadim,

Ghaicha

2024

System

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L2 grit and language mindsets as predictors of EFL learners’ attitudes toward effectiveness and value of CALL

Cited by 9 publications

References 36 publications

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

Investigating students’ attitudes towards translation technology: The status quo and structural relations with translation mindsets and future work self

The relationship between L2 grit and vocabulary knowledge in first-year Moroccan university students

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