Uses of Adversity: Moving Beyond L2 Learning Crises

Oxford, Rebecca L.; Yu, Meng; Zhou, Yalun; Sung, Jiyeun; Jain, Rashi

doi:10.1057/9780230596443_11

Cited by 9 publications

(6 citation statements)

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“…Despite the bulk of research exploring students' personal best goals, the notion seems to be remained an unchartered territory among EFL learners. Moreover, only a few studies investigated L2 learning resilience (Abrams-Terry, 2014; Kamali & Fahim, 2011;Khalaf, 2014;Nguyen et al, 2015;Oxford et al, 2007) which implies the need for exploring the notion of resilience in depth in second/ foreign language learning. In consideration of what was noted about the contributing role of student personal best goals and their resilience in the learning process and due to the relevance of the two constructs, the present study aims at exploring EFL students' resilience by examining its association with learners' personal best goals and academic achievement.…”

Section: Safoura Jahedizadeh Ferdowsi University Of Mashhadmentioning

confidence: 99%

A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement

Ghanizadeh

Jahedizadeh

2018

RIMCIS

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One of the objectives of any educational endeavor is helping students to adopt a set of personal goals for their achievement. This is known as personal best (PB) referring to personalized goals or standards of excellence that match or exceed one's prior best in the academic context. It is also believed that PB goals can fluctuate in line with other academicassociated factors. The aim of the present study is to scrutinize these goals in association with students' resilience and language achievement. In other words, this study elucidated how English as a foreign language (EFL) learners' PB and resilience influence language achievement. To do so, 173 students studying in two private language institutes and a university completed two questionnaires. The former was PB scale designed by Martin (2006) measuring specific, challenging, competitively self-referenced, and self-improvement goals. It was then translated to Persian and validated by the present researchers. The latter was the resilience scale containing five dimensions of perceived happiness, empathy, sociability, persistence, and self-regulation. The questionnaire was designed and validated by Kim and Kim (2016) and then translated to Persian and validated in this study. The results of confirmatory factor analysis (CFA) demonstrated the validity of the Persian versions of the scales. The results of structural equation modeling (SEM) indicated that PB is a positive and significant predictor of resilience. Moreover, it was found that language achievement is predicted by both PB and resilience.

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Section: Safoura Jahedizadeh Ferdowsi University Of Mashhadmentioning

confidence: 99%

A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement

Ghanizadeh

Jahedizadeh

2018

RIMCIS

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“…In other narrative research that did not apply positive psychology (see Kao & Oxford, 2014;Ma & Oxford, 2014;Oxford, 1996Oxford, , 2011aOxford, , 2011bOxford, , 2013Oxford, , 2014Oxford, Ehrman, & Lavine, 1991;Oxford, Lavine, Felkins, Hollaway, & Saleh, 1996;Oxford, Massey, & Anand, 2005;Oxford, Meng, Zhou, Sung, & Jain, 2007;Oxford et al, 1998), we allowed learners to talk and write about the negative and positive relationships with teachers and their experiences with language learning as a whole. We opened the door to anything they might want to say.…”

Section: Positive Emotions and A MIX Of Emotionsmentioning

confidence: 99%

“…In a study involving multiple learner histories (Oxford et al, 2007), resilience in language learning emerged as the main theme. In one of these learner histories, a Chinese learner of English overcame her anxiety, embarrassment, and shame about speaking English.…”

Section: Resiliencementioning

confidence: 99%

Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning

Oxford

2015

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Emotion is crucial to living and learning. The powerful intertwining of emotion and cognition ignites learning within a complex dynamic system, which, as several sections of this paper show, also includes societal and cultural influences. As "the primary human motive" (MacIntyre, 2002a, p. 61), emotion operates as an amplifier, which provides energetic intensity to all human behavior, including language learning. This chapter explains major theories of emotion drawn from positive psychology, social psychology, social constructivism, social constructionism, and existential psychotherapy. It also offers implications for language learning related to understanding and managing emotions; expressing emotions appropriately despite cultural and linguistic differences; viewing emotions as transitory social roles; enhancing positive emotions and developing resilience; and recognizing, perhaps paradoxically, both the negative and the positive aspects of anxiety. The chapter concludes with the statement that language learners can become more agentic in dealing with their emotions. This form of self-regulation can lead to greater success in language learning.

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“…A fifth positive psychological condition for L2 learning is for learners to be resilient in the face of adversity or risk (see resilience research outside of the L2 learning field, see Frederickson et al 2003, and for such research inside the L2 arena, see Oxford et al 2007). In learning a language, adversity or risk might relate to perceived failure, personal embarrassment, or the process of being rejected, discriminated against, or marginalized in a sociocultural context.…”

Section: Work In Progressmentioning

confidence: 99%

Conditions for Second Language (L2) Learning

Oxford¹

2016

Second and Foreign Language Education

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In this chapter on conditions for second and foreign language (L2) learning, the introduction provides key definitions. Key early developments include learning theories offered by Gagné, Vygotsky, and the Lave and Wenger team. These scholars' works, although created outside of the L2 learning field, have influenced the thinking of many who are concerned about L2 learning. Major contributions within the L2 learning field include varied and often contradictory theories related to conditions for L2 learning: Norton's sociocultural theory, Spolsky's umbrella

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Uses of Adversity: Moving Beyond L2 Learning Crises

Cited by 9 publications

References 0 publications

A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement

A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement

Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning

Conditions for Second Language (L2) Learning

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