One Right Way, Intercultural Participation, and Language Learning Anxiety: A Qualitative Analysis of Adult Online Heritage and Nonheritage Language Learners

Coryell, Joellen E.; Clark, M. Carolyn

doi:10.1111/j.1944-9720.2009.01037.x

Cited by 49 publications

(42 citation statements)

References 51 publications

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“…A slow but growing appearance of related studies in the past few years indicates that the interest in understanding the interplay between learner and environment with a dynamic/complexity orientation is growing. Promisingly, these researchers have explored contexts (e.g., online environments; Coryell & Clark, ) and learner populations (e.g., dyslexic learners; Csizér et al, ) outside of the traditions and contexts that this review has identified. Even when these texts have been situated outside of the scholarly discourse, they have provided dynamic views of learner attitudes, perceptions, and beliefs, as in the book Language Crossings: Negotiating the Self in a Multicultural World (Ogulnick, ), which featured short chapters by individuals sharing their “linguistic autobiographies,” the descriptions of their own language learning experiences in light of the social, cultural, and political contexts in which they occur.…”

Section: The Dynamic/complexity Orientationmentioning

confidence: 99%

Learner Attitudes, Perceptions, and Beliefs in Language Learning

Wesely¹

2012

Foreign Language Annals

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This literature review examines recent research in the area of learner attitudes, perceptions, and beliefs about language learning and about themselves as language learners, together with the consequences of these perceptions on learning outcomes. After an overview of relevant definitions of these complex concepts, the review categorizes this research into three orientations: studies that have focused on how learner attitudes, perceptions, and beliefs relate to their traits and characteristics; studies that have examined how these notions relate to the learning environment; and studies that have looked at how these notions play out in the interaction between the learner and the environment. The review concludes with suggestions related to research design and research questions that would address current lacunae in the field.

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Section: The Dynamic/complexity Orientationmentioning

confidence: 99%

Learner Attitudes, Perceptions, and Beliefs in Language Learning

Wesely¹

2012

Foreign Language Annals

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“…The other reason is that students may experience negative emotions when they are assigned to answer questions in synchronous learning environments (Coryell & Clark, 2009;Yang, 2011), and this is especially true of Chinese students (J.-K. Chen & Wei, 2011;Laurence Lwo & Yuan, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…In other words, the instructor should be responsive with regard to offering live lectures and initiating questions intended to enable discussion, particularly in Chinese culture, where students rely on teachers to fire questions at them (Levinsohn, 2007). However, previous research (C. M. Chen & Lee, 2011;Coryell & Clark, 2009;Yang, 2011) has suggested that students may experience negative emotions when they are assigned to answer questions in synchronous learning environments. For example, students at low cognitive levels may resist answering such questions, because they need more time to think and reflect on the questions (Yang, 2011).…”

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confidence: 99%

“…One reason for this is that real-time interaction requires immediate responses, which may make students anxious (Ng, 2007). This phenomenon becomes worse for students with negative attitudes toward technologies and for those with high computer anxiety (Liaw & Huang, 2013).The other reason is that students may experience negative emotions when they are assigned to answer questions in synchronous learning environments (Coryell & Clark, 2009;Yang, 2011), and this is especially true of Chinese students (J.-K. Chen & Wei, 2011; Laurence Lwo & Yuan, 2011).Therefore, this paper proposes that it is possible to improve synchronous learning experiences by rewarding answers to in-class questions with humorous visual images. The reason for providing such virtual rewards is to help develop a more positive attitude about the class.…”

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confidence: 99%

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Using Positive Visual Stimuli to Lighten The Online Learning Experience through In Class Questioning

Lai

Liu

et al. 2016

IRRODL

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also revealed that significant improvements in test scores were not apparent regardless of whether or not amusing visual stimuli were used. The findings imply that showing funny images as a stimulus enhances students' affective states in student-teacher interactions during online learning activities.Keywords: positive visual stimuli, in-class question, online learning, synchronous learning platform , funny image IntroductionAlthough students are familiar with watching video on demand, they lack experience in formal synchronous learning (Cole, 2009;Warden, Stanworth, Ren, & Warden, 2013). As noted by Warden et al.'s (2013) nine-year action study, creating social interactions within a virtual space that emulates a physical classroom remains challenging. In other words, we cannot expect that simply making technology available to teachers and students will automatically translate to selfdirected learning (Y.-M. Huang, Huang, & Wu, 2014; Y.-M. Huang, Huang, Liu, & Tsai, 2013;Sieber, 2005). Therefore, as the instructor does in a conventional physical classroom, synchronous online classes must also be well managed in regard to motivating students to participate (Warden et al., 2013).In order to keep abreast of student learning in a physical classroom, using in-class questions is an efficient instructional strategy. This strategy prevents one-sided communication and gives teachers an opportunity to fulfill student needs (Y.-M. Huang, Liu, Chen, & Wen, 2014;Woolfolk, 2004). Moreover, learners exposed to in-class questions will concentrate their attention on the course unit and have a chance to immediately integrate newly learned knowledge into their existing base of knowledge (Chan, Tam, & Li, 2011). In summary, in-class questions are considered to be an effective instructional strategy to remarkably promote class interaction between teachers and students (Williamson Sprague & Dahl, 2009).Moreover, some studies have found that discussing in-class questions in synchronous learning is beneficial. N. S. Chen, Wei, and Huang (2013) found that synchronous questions (such as quizzes, chat rooms, and oral communication) can provide timely and interactive feedback leading to both improved teaching and learning. Teachers can collect instructional information though synchronous questions that allow immediate changes in the pedagogy applied during instructional activities in order to advance real-time adaptivity to the level at which learners are understanding the material being taught at the time. Students receiving immediate feedback have opportunities for reflection and can therefore improve their performance. Also, Yang (2011) pointed out that a key element in successful learning through computer-mediated communication is to engage students in student-teacher interactions for online learning activities. Yang (2011) thus proposed a study for engaging students in online learning by developing in-class questions intended to enhance student-teacher interactions. & Robson, 1998). In other words, test anxiety and pressure are pa...

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“…Different authors (Casado & Dereshiwsky, 2001;Coryell & Clark, 2009;Kostić-Bobanović, 2009;Liu, 2006;Liu & Jackson, 2008;MacIntyre & Gardner, 1994a, 1994bTallon, 2009;von Wörde, 2003) conclude this phenomenon is a tangible reality for English as a foreign language (EFL) students at the high-school and university levels.…”

Section: Antecedentsmentioning

confidence: 99%

From Therapy to Instruction: The Effect of Systemic Strategies on the Oral Performance of Foreign Language Learners

Solarte

2017

HOW

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This paper reports the results of a group intervention based on strategies derived from the systemic therapy model-brief strategic therapy. These strategies aimed at decreasing the anxiety levels commonly found in oral performance tasks related to L2 learning. Thirteen students from different semesters who belonged to two foreign language teaching programs participated in four weekly 40-minute group sessions. The pre-and post-assessments suggest a meaningful reduction of anxiety levels (t = 8.978 p < 0.05; ES = 2.49). The results suggest that the application of the strategies is highly effective and beneficial for anxious L2 learners.Key words: Anxiety, foreign language anxiety, intervention strategy, oral performance. Este artículo reporta los resultados de una intervención grupal basada en estrategias derivadas del modelo sistémico -terapia estratégica breve-orientadas a disminuir los niveles de ansiedad encontrados en actividades orales relacionadas con el aprendizaje de una segunda lengua. Trece estudiantes de diferentes semestres de dos programas de licenciatura en lengua materna y extranjera participaron en cinco sesiones grupales con una duración aproximada de 40 minutos. Las evaluaciones pre y post revelan una disminución significativa de los niveles de ansiedad (t = 8.978 p < 0.05; ES = 2.49). Los resultados sugieren que la aplicación de esta estrategia es altamente efectiva y beneficiosa para los aprendices de lenguas extranjeras ansiosos.Palabras clave: ansiedad, ansiedad asociada al aprendizaje de una lengua extranjera, desempeño oral, estrategia de intervención.

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One Right Way, Intercultural Participation, and Language Learning Anxiety: A Qualitative Analysis of Adult Online Heritage and Nonheritage Language Learners

Cited by 49 publications

References 51 publications

Learner Attitudes, Perceptions, and Beliefs in Language Learning

Learner Attitudes, Perceptions, and Beliefs in Language Learning

Using Positive Visual Stimuli to Lighten The Online Learning Experience through In Class Questioning

From Therapy to Instruction: The Effect of Systemic Strategies on the Oral Performance of Foreign Language Learners

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