Reza Pishghadam; Shima Ebrahimi; Ali Rajabi Esterabadi; Amin Parsae
Abstract
Following the introduction of the concepts of apathy, sympathy, empathy, metapathy, and their correspondence with emotioncy, the present study aimed to present the concept of transpathy, and its respective type of concern, transvolvement, as the highest level of concern about others. Additionally, it ...
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Following the introduction of the concepts of apathy, sympathy, empathy, metapathy, and their correspondence with emotioncy, the present study aimed to present the concept of transpathy, and its respective type of concern, transvolvement, as the highest level of concern about others. Additionally, it sought to investigate which types of emotions are typically experienced with different concern types, and which one is deemed as the most desirable one among students. As the first step, five different scenarios measured the emotions experienced by each type of concern (i.e., apathy, sympathy, empathy, metapathy, and transpathy). The scenarios’ validity was verified with the consolation of professionals. The data obtained from 104 participants revealed that transpathy enjoys the highest percentage of positive emotions, and subsequently, transpathic teachers are deemed as the most successful ones. However, despite being overly concerned, negative emotions were also attributed to metapathatic and transpathic teachers, reaffirming the friction previously mentioned in studies.
Nasim Boustani
Abstract
In the present review, the nature of children’s ability to understand others’ mental states is described. Incremental developments in the theory of mind (ToM) during childhood are elaborated by reviewing electroencephalography (EEG) and event-related potential (ERP) components, latency, topography, ...
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In the present review, the nature of children’s ability to understand others’ mental states is described. Incremental developments in the theory of mind (ToM) during childhood are elaborated by reviewing electroencephalography (EEG) and event-related potential (ERP) components, latency, topography, and polarity. To date, there has been no comprehensive review study on temporal mechanisms underpinning ToM among 2-11-year-old children. Therefore, to address the gap, the development of ToM is delineated from early to late childhood. Based on the experiments, 4-5-year-old children are in the early developing stage of implicit false-belief understanding. During the preschool years, children’s first-order ToM develops and helps them to reflect on others’ mental states. By 7 years of age, children can think/feel about what other is thinking/feeling. By 8-11 years of age, children understand the third-order ToM. In general, developmental changes germane to mental growth are found to serve the development of ToM. Temporal alterations in children’s ToM, as well as their mental and meta-representational functions, are described.
Fatemeh Shirzadeh; Haniyeh Jajarmi
Abstract
Acknowledging the crucial role of teacher attention and performance in students’ learning success, this study investigated the interrelationships of teacher stroke, foreign language classroom anxiety (FLCA), L2 willingness to communicate (WTC), and English language achievement (ELA) among Iranian ...
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Acknowledging the crucial role of teacher attention and performance in students’ learning success, this study investigated the interrelationships of teacher stroke, foreign language classroom anxiety (FLCA), L2 willingness to communicate (WTC), and English language achievement (ELA) among Iranian EFL learners. A total of 281 EFL learners (100 male & 181 female) completed the learner stroke quotient (LSQ), the FLCA, and the L2 WTC scales. The results of the correlational analysis revealed a significant association between EFL teachers' stroking behavior and Iranian EFL learners’ L2 WTC and ELA. Additionally, FLCA demonstrated a negative correlation with the positive verbal conditional subconstruct of LSQ. Structural equation modeling (SEM) further indicated that teacher stroke directly predicts EFL learners’ L2 WTC without the mediation of FLCA. The findings also suggested that FLCA-mediated positive and negative LSQ can predict EFL learners’ ELA, while positive LSQ is a direct predictor of learners’ ELA. These results underscore the importance of teacher-student interactions in language education and offer insights for educators to enhance language teaching and learning outcomes.
Nasim Bahari; Younos Dost Mohammadi
Abstract
The present study aimed to examine the impact of multisensory learning based on the emotioncy model, namely audio-visual and discovery learning of vocabulary on EFL learners. In doing so, 60 participants were selected from Iranian English learners. To compare the vocabulary knowledge of the instructed ...
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The present study aimed to examine the impact of multisensory learning based on the emotioncy model, namely audio-visual and discovery learning of vocabulary on EFL learners. In doing so, 60 participants were selected from Iranian English learners. To compare the vocabulary knowledge of the instructed words from both behavioral and cognitive aspects, after a two-week interval from the instruction, participants received a vocabulary knowledge test along with a newly-designed e-Stroop task. The obtained results of the two groups disclosed that the interference score in the discovery approach was higher than the one in the audio-visual group implying that the attentional bias increased with higher levels of involved senses and emotioncy. Moreover, the paired sample t-test indicated that there was a significant difference between the obtained mean scores of these two approaches. Finally, the findings of the Chi-square test revealed that discovery learning stimulates positive emotions towards the instructed words in learners.
Kawita Sarwari; Ahmad Fawad Kakar
Abstract
This study explored instructors’ attitudes toward developing EFL students’ critical thinking (CT) skills through contextualized teaching and learning. It specifically investigated instructors’ experiences of the challenges as well as strategies for implementing contextual teaching and ...
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This study explored instructors’ attitudes toward developing EFL students’ critical thinking (CT) skills through contextualized teaching and learning. It specifically investigated instructors’ experiences of the challenges as well as strategies for implementing contextual teaching and learning (CTL)-based activities to foster learners’ CT skills. The data were collected through semi-structured interviews with five Afghan EFL instructors of the English Department of Herat University. The data were analyzed thematically. The findings indicated that the CTL approach helps to create a comfortable classroom atmosphere, build confidence among students, reduce stress and anxiety, and promote a culture of understanding and respect. Furthermore, the findings revealed that the five interviewed participants employed strategies such as role-play, scenario, debate, group work, peer work, problem-solving, and question-answer sessions to develop students’ CT skills. Further, large class sizes, lack of resources, and lack of contextualized teaching materials were reported as challenges that constrain the process of incorporating the CTL approach to develop Afghan students’ CT. The study’s implications and further research directions are discussed.
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