Volume 1, Issue 1 , May 2023
Volume 1, Issue 2 , November 2023
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.
Huda Hamad Almijbilee
Abstract
Considering that neuro-linguistic programming (NLP) is a vital approach to foreign language teaching, this study aims to explore the correlation between NLP and other factors that can influence this domain, namely, second language willingness to communicate (L2WTC), sensory motivation, and foreign language ...
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Considering that neuro-linguistic programming (NLP) is a vital approach to foreign language teaching, this study aims to explore the correlation between NLP and other factors that can influence this domain, namely, second language willingness to communicate (L2WTC), sensory motivation, and foreign language achievement. Adopting a quantitative design, 199 Iraqi EFL learners from intermediate to advanced proficiency levels were recruited to complete a newly developed NLP-Student Version Scale (NLP-SVS) along with the L2WTC scale and the active/passive motivation scale (APMS). The results confirmed the psychometric validity of the NLP-SVS. Moreover, the findings demonstrated a significant correlation among NLP-SVS, APMS, and L2WTC. Likewise, L2WTC significantly correlated with NLP and APM. Furthermore, NLP proved to predict foreign language achievement when mediated by sensory motivation (active and passive subconstructs). The results indicated that NLP, mediated by active/passive motivation, is a positive predictor of L2WTC. Lastly, implications and suggestions for further research were offered.
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.
Mir Abdullah Miri
Abstract
Using the “levels of concern” lens, this position paper presents guiding principles that articulate the relationship between social justice and refugee education. The paper offers a commentary on the contemporary theory and practice of refugee education through the lens of emotioncy. The ...
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Using the “levels of concern” lens, this position paper presents guiding principles that articulate the relationship between social justice and refugee education. The paper offers a commentary on the contemporary theory and practice of refugee education through the lens of emotioncy. The discussion begins by exploring the emotional responses such as sympathy and empathy, before moving on to unveil new concepts like metapathy and transpathy. Metapathy signifies a forward-thinking approach, emphasising future thinking, success, and personalised lasting solutions. Transpathy goes further, integrating a deep emotional investment that encompasses love. These levels of concern are woven into a cohesive set of guiding principles, offering teachers, organisations, and researchers more than strategies; they present a visionary pathway for fostering individual empowerment and integration within the refugee community. The paper calls for tangible changes in policy and practice to enhance refugee education by applying levels of concern, relational aspects of social justice, and a comprehensive emotionally invested approach. It concludes with an invitation to create a compassionate and inclusive educational landscape guided by a legacy of empathy, transformation, and love.
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.
Hamid Khosravany Fard; Seyed Mohammad Reza Amirian
Abstract
Given the importance of the macrostrategic framework (Kumaravadivelu, 2003, MSF)- as an offshoot of postmethod pedagogy- and also the growing body of research related to the brain functions in the educational systems, this study aims at mapping out MSF in light of brain-based learning framework (BBLF) ...
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Given the importance of the macrostrategic framework (Kumaravadivelu, 2003, MSF)- as an offshoot of postmethod pedagogy- and also the growing body of research related to the brain functions in the educational systems, this study aims at mapping out MSF in light of brain-based learning framework (BBLF) from cognitive neuroscience. Brain research has helped scientists to delve into the brain’s intricacies and brought about a better understanding of the functional properties of the learning brain. The growing body of research related to the brain suggests that educators should carry out fundamental educational reforms in curriculums to move beyond current approaches to teaching and learning. BBLF, drawn from the field of cognitive neuroscience, is among the models that found its way into the schools. The results of the delicate analysis of the conformity of MSF to the principles of BBLF revealed that BBLF supported the theoretical underpinnings of MSF in educational contexts.
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.
Javad Mohammadi; Ghasem Modarresi
Abstract
The present study, adopting a mixed-methods design, mainly aimed at 1) examining the significant relationship between conceptions of intelligence, teaching motivation, and teacher creativity, 2) determining the best predictor of teacher creativity in conceptions of intelligence and teaching motivation ...
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The present study, adopting a mixed-methods design, mainly aimed at 1) examining the significant relationship between conceptions of intelligence, teaching motivation, and teacher creativity, 2) determining the best predictor of teacher creativity in conceptions of intelligence and teaching motivation components, and 3) exploring the teachers’ perspectives of the role of conceptions of intelligence and teaching motivation in teacher creativity. A total number of 130 teachers from secondary schools participated in this study based on criterion sampling. The results showed that there was a statistically significant association between conceptions of intelligence and teacher creativity as well as between teaching motivation and teacher creativity. Furthermore, the results revealed that the best predictor of teacher creativity was teacher motivation. Finally, following the coding reliability and agreement, seven common themes emerged from the teachers’ responses to the semi-structured interview questions. In the end, some practical implications are offered by EFL teachers and teacher educators.
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.
Zahra Ashofteh; Raziyeh Bahri Roudposhti; Elmira Farkhondehfal
Abstract
How to evaluate and predict the degrees of language aptitude and language proficiency is one of the controversial issues in the world of second language learning. To address this matter, the use of clinical devices such as EEG (electroencephalogram) and ERP (Event-related potential) has recently been ...
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How to evaluate and predict the degrees of language aptitude and language proficiency is one of the controversial issues in the world of second language learning. To address this matter, the use of clinical devices such as EEG (electroencephalogram) and ERP (Event-related potential) has recently been a hotly debated area of discussion. In the current paper, a history of using such devices has been collected and discussed to depict a comprehensive map for further research. The online search was accomplished using two major and reliable databases (Google Scholar and Research Gate). The study found some interesting investigations on the theory of language aptitude defined in various articles as well as the different uses of EEG and ERP in evaluating brain function of participants with different levels of language aptitude and proficiency showing various degrees of brain waves while performing a task or at the resting state of the brain.
