Methods in Psychological Research

Evans, Annabel Ness; Rooney, B.J.

doi:10.4135/9781506384955

Cited by 15 publications

(17 citation statements)

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“…The study was carried out during the Autumn term of the 2019-2020 academic year. The recruitment of the participants was performed through a snowball sampling technique, which is a form of non-probability sampling (Rooney & Ness Evans, 2018). Using this technique, the participants were asked to forward the online survey to their colleagues and friends who were English language teachers at King Khalid University, Saudi Arabia.…”

Section: Methodsmentioning

confidence: 99%

Well-being and the Perception of Stress among EFL University Teachers in Saudi Arabia

Alqarni

2021

JLE

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Research on language teachers’ psychology has been shown to play a central role in the quality of teaching and student achievement. However, there is little empirical evidence to investigate the relationship between perception of stress, types of stressors, and well-being among foreign language teachers at university levels, particularly in monolingual contexts. The present study seeks to investigate the impact of stress, the number and type of stressors (i.e., chronic and stressful life events), and demographic variables (i.e., age, gender, and the length of teaching experience) on university-level EFL teachers’ levels of well-being. The data were collected through an online survey of 53 university-level EFL teachers in Saudi Arabia. A Pearson correlation was carried out to investigate the relationship between EFL teachers’ well-being, their perception of stress, and number of stressors. A multiple regression analysis was also run to examine if EFL teachers’ levels of stress, number and types of stressors, and demographic variables can predict their psychological well-being. The quantitative findings demonstrated a significant negative relationship between well-being and levels of stress. The findings also showed a significant positive relationship between the EFL teachers’ well-being and their good physical health. The results of the multiple regression indicated that high levels of well-being were predicted by low levels of stress and good physical health. This study, moreover, suggested an advantage for females in terms of psychological well-being among foreign language teachers. The findings also demonstrated that a stressful life with a heavy workload and financial concerns can negatively impact language teachers’ well-being. These findings highlight the importance of considering issues related to teachers’ psychological well-being. In line with these findings, several pedagogical implications were offered.

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Section: Methodsmentioning

confidence: 99%

Well-being and the Perception of Stress among EFL University Teachers in Saudi Arabia

Alqarni

2021

JLE

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“…The study was carried out during the summer term of the 2020-2021 academic year. The participants were recruited through a snowball sampling technique, which is a form of non-probability sampling (Rooney & Ness Evans, 2018). This technique was achieved by asking participants to share the online survey via their university email accounts with their classmates who were EFL students.…”

Section: Methodsmentioning

confidence: 99%

Language Learners’ Willingness to Communicate and Speaking Anxiety in Online versus Face-to-Face Learning Contexts

Alqarni

2021

IJLTER

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Foreign language instruction has moved from face-to-face to online learning in response to the COVID-19 pandemic. This study aimed to explore the extent to which Foreign Language Classroom Enjoyment (FLCE), Foreign Language Speaking Anxiety (FLSA) and demographic variables (i.e., age, gender, and course grades) are linked to English as a Foreign Language (EFL) learners’ Willingness to Communicate (WTC) in English under two conditions: online learning and conventional (face-to-face) learning. The study sample consisted of 106 Saudi undergraduate EFL learners. The research instrument was an online questionnaire. The data were analysed quantitatively through t-tests, Pearson correlational tests, and a hierarchical regression analysis. The research findings indicated that: (1) higher levels of WTC were found in the online learning context than in the face-to-face context; (2) FLCE was a positive predictor, while FLSA was a negative predictor, of WTC in the online and face-to-face learning contexts; (3) a high course grade seemed to be a positive predictor of EFL learners’ WTC only in the online learning context. These findings imply that utilizing online-based learning, particularly in the context of developing speaking skills, may foster EFL learners’ communication in the foreign language. Therefore, it is recommended that language teachers should support their students in practicing L2 communication during online classes in a more supportive atmosphere.

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“…The online survey was posted to the participants from November 2021 to January 2022. Recruitment was based on a snowball sampling method, as this is one of the non-probability sampling forms (Rooney & Ness Evans, 2018). The participants were asked to share the link to the online survey via email with their peers who were college-level EFL students.…”

Section: Participantsmentioning

confidence: 99%

Investigating the Relationship between Emotional Well-being and Grit as Predictors of Saudi EFL Female Students’ Foreign Language Achievement

Alqarni¹

2022

AWEJ

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Research into language learning psychology has shown that personality and psychological traits have influenced learners’ academic outcomes. Nevertheless, the literature contains very little research into the positive psychology of language learners and positive constructs such as grit and well-being. Consequently, this study aimed to examine how the psychological factors of well-being and grit impact the academic achievement of foreign language Saudi female learners concerning their age. Thus, this study attempted to determine the possible statistical relationships between grit, emotional well-being, and foreign language achievement for Saudi female EFL learners. To answer this central research question, the data were obtained via an online survey of 84 Saudi EFL female college-level students. Pearson correlational tests and hierarchical regression tests were used for statistical analyses. The findings revealed that: (1) grit had a positive and significant correlation with well-being levels; 2) grit (perseverance of effort-POE) had a significant and positive relationship with well-being; (3) well-being and grit were significant predictors of participants’ academic achievement, and (4) older EFL learners had higher grit levels than their younger peers. The results imply that understanding the positive psychology of language learners contributes to helping them to achieve academic success. Based on these findings, several pedagogical implications were suggested

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Methods in Psychological Research

Cited by 15 publications

References 0 publications

Well-being and the Perception of Stress among EFL University Teachers in Saudi Arabia

Well-being and the Perception of Stress among EFL University Teachers in Saudi Arabia

Language Learners’ Willingness to Communicate and Speaking Anxiety in Online versus Face-to-Face Learning Contexts

Investigating the Relationship between Emotional Well-being and Grit as Predictors of Saudi EFL Female Students’ Foreign Language Achievement

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