The impact of concordancing on English learners’ foreign language anxiety and enjoyment: An application of data-driven learning

Zare, Javad; Karimpour, Sedigheh; Delavar, Khadijeh Aqajani

doi:10.1016/j.system.2022.102891

Cited by 7 publications

(3 citation statements)

References 34 publications

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“…Besides, speaking strategies, willingness to communicate, speaking self-efficacy and speaking proficiency were found to have positive direct effects on FLA ( Sun and Teng, 2021 ). Of note, Zare et al (2022) focused on FLA outside the traditional face-to-face classroom and found that autonomous learning was the source of the participants’ anxiety during the data-driven FFL.…”

Section: Resultsmentioning

confidence: 99%

Foreign language anxiety research in System between 2004 and 2023: looking back and looking forward

2024

Front. Psychol.

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With the deepening of the research on emotional factors, foreign language anxiety (FLA) has become the focus of researchers in the field of foreign language learning (FLL) and teaching. This paper aims to provide an overview of the historical trajectory of FLA research that has been published in System between 2004 and 2023. While examining the retrieved 49 studies, focus has been laid on the methodologies including research instruments, methods, participants, major themes and key findings of FLA research. Although almost all of the studies employed quantitative and mix-methods methodologies, questionnaires and semi-structured interviews were the most preferred research methods. FL learners from 21 countries/regions were represented, but a significant number of the studies came from China, Japan and Iran. And an overwhelming majority of the studies focused on FLA among the learners learning English as a foreign language (EFL). The review concluded with some research lacunae and possible directions for future research on FLA.

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Section: Resultsmentioning

confidence: 99%

Foreign language anxiety research in System between 2004 and 2023: looking back and looking forward

2024

Front. Psychol.

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“…Emotional engagement concerns emotional stimulation and showing positive affective emotions/attitudes towards the task at hand (Skinner, Kindermann & Furrer, 2009). In this regard, previous research shows that incorporating a DDL approach impacts and fosters language learners' positive emotions (Zare, Karimpour & Aqajani Delavar, 2022). Social engagement involves negotiating and collaborating with peers and the teacher.…”

Section: Ddl and Task Engagementmentioning

confidence: 99%

The impact of data-driven learning form-focused tasks on learners’ task engagement: An intervention study

Zare,

Azari Noughabi,

Al-Issa

2024

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Data-driven learning (DDL) form-focused tasks are a relatively new concept. These tasks involve using concordance lines to teach language in a way that integrates discovery learning, authentic language use, consciousness-raising, and the communicative use of language. Given their novelty, there haven’t been many studies on how they impact learners’ engagement. Therefore, this study sought to study whether DDL form-focused tasks influence English as a foreign language (EFL) learners’ task engagement. A total of 114 Iranian EFL learners were randomly divided between comparison and intervention groups in a study that utilized an experimental (comparison group, pretest, and post-test) design within a sequential explanatory mixed-methods design. The comparison group completed 10 non-DDL form-focused tasks, whereas the intervention group completed 10 DDL form-focused tasks. The results of t-tests and repeated-measures ANOVA indicated that incorporating DDL form-focused tasks into English classes enhanced EFL learners’ task engagement in the short run. However, the impact of DDL form-focused tasks on EFL learners’ task engagement was not durable. Moreover, analyzing semi-structured interview data suggested that using DDL-enhanced tasks with a form-focused approach increases EFL learners’ task engagement by triggering their curiosity, improving their autonomy, enhancing their concentration and interest, and facilitating their discovery learning. The present study lends more credence to the application of such tasks. The paper ends with implications for English language teaching and materials development.

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“…Lesser relevance markers, which constitute a substantial subgroup of discourse markers ( Caffi, 1999 ; Deroey K. and Taverniers, 2012 ; Deroey, 2015 ), perform a crucial role in language by explicitly indicating the subordinate or secondary relevance of expressed content. These markers, classified as metadiscourse, fulfill various pragmatic functions, including conveying the speaker’s intent, expressing emotions and attitudes, and emphasizing the secondary nature of specific information ( Zare, 2020 , 2023 ; Zare et al, 2022 ). At the discourse level, they enhance the speaker’s oral expression and promote audience comprehension ( Deroey, 2011 , 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Lesser relevance markers in Chinese academic spoken English corpus: a cross-disciplinary study on pragmatic features

Yu,

Zeng

2023

Front. Psychol.

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This study explores the usage characteristics and pragmatic functions of lesser relevance markers in academic spoken English lectures presented by Chinese scholars. A qualitative and quantitative approach is employed using the Chinese Academic Spoken English Corpus (CASEC), which encompasses disciplines in science, engineering, humanities, and social sciences. The findings reveal that Chinese scholars use lesser relevance markers less frequently compared to native English speakers. These differences in usage highlight the influence of language background, disciplinary culture, and communication conventions on the realization of informing evaluation, topic handling, and interactivity. Furthermore, within the Chinese scholars’ group, humanities and social sciences scholars tend to use lesser relevance markers more frequently than science and engineering scholars. This research enhances our understanding of the multifaceted pragmatic roles of lesser relevance markers and offers insights into cross-cultural academic communication and English teaching.

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The impact of concordancing on English learners’ foreign language anxiety and enjoyment: An application of data-driven learning

Cited by 7 publications

References 34 publications

Foreign language anxiety research in System between 2004 and 2023: looking back and looking forward

Foreign language anxiety research in System between 2004 and 2023: looking back and looking forward

The impact of data-driven learning form-focused tasks on learners’ task engagement: An intervention study

Lesser relevance markers in Chinese academic spoken English corpus: a cross-disciplinary study on pragmatic features

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