asieh amini

The realm of foreign language acquisition emphasizes the affective dimension of learning rather than only cognitive. This affective turn has focused on how EFL students’ emotions affect learning a new language and culture, as well as identity development. This survey article examines the kinds of emotions students experience, the causes of emotions and their potential effects on learning, based on the emotioncy model. Ten students majoring in English participated in cognitive interviews and they were asked to elaborate on the tensions they might have encountered or are currently encountering. Based on the interview results, emotioncy management is one of the instructors’ abilities that plays a significant role in the process of foreign identity development. Further, in order to facilitate successful learning, emotioncy should be materialized to the practical level to be an apropos signifier in meeting students’ emotional needs.

Given the importance of psychological reactance in social and educational interactions and its influence on language learning/teaching, the present study intended to investigate the relationship among stroke, psychological reactance, and teacher success. To this end, a total number of 300 Iranian English learners from different English language institutes filled out a newly developed scale on psychological reactance along with stroke and teacher success scales. Confirmatory factor analysis (CFA) was exerted to both develop and validate the new scale. Structural equation modeling (SEM) was, then, employed to examine the possible relationships. Results revealed that stroke was a positive predictor of teacher success. Moreover, a negative relationship was found between psychological reactance and teacher success. Findings are discussed and suggestions are provided to pay more attention to the role of psychological reactance in English language teaching/learning.

The quality of teacher-learner relationship plays such an important role in learners’ academic lives that finding the factors helping teacher effectiveness seems to be investigated worthwhile. Stroke, as a relatively new concept in education, is one of these factors helping teacher effectiveness. This paper, thus, aimed to find whether the amount and the kind of stroke learners receive in their class might have any role in how they perceive their teachers to be effective. Through convenience sampling, 400 male and female English as a Foreign Language (EFL) learners from both formal and informal educational settings of the Khorasan Razavi province were selected to whom two sets of questionnaires, Characteristics of Effective English Language Teachers Scale and Student Stroke Scale were administrated. In this survey study, structural equation modeling and multiple regression analysis were then used to examine the possible relationships among the study variables. The regression analyses of the results revealed a positive relationship between stroke and teacher effectiveness. In addition, among the four subscales of stroke, valuing and verbal stroke were found to be the significant predictors of teacher effectiveness. These findings were then discussed in the light of previous research. Due to the newness of the research in this area and the limitations as discussed for the current study, future researchers were invited to study the interrelationships of stroke and some other variables in teacher effectiveness since such studies could better reveal the nature of stroking behaviors in producing healthy teacher-learner bonds in educational settings.