Emotions and Success in Education: From Apathy to Transpathy

Reza Pishghadam; Shima Ebrahimi; Ali Rajabi Esterabadi; Amin Parsae

Volume 1, Issue 1 , May 2023, , Pages 1-16

https://doi.org/10.22034/cee.2023.172495

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 ...  Read More

Neuro-Linguistic Programming, Willingness to Communicate, Sensory Motivation and Language Achievement: A Case of Iraqi Learners

Huda Hamad Almijbilee

Volume 1, Issue 2 , November 2023, , Pages 1-16

https://doi.org/10.22034/cee.2023.414026.1011

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 ...  Read More

Factors Influencing Student Learning Outcomes: A Study on Behavioural, Cognitive and Experiential Challenges

Ruel F. Ancheta; Anna C. Bocar

Volume 2, Issue 1 , May 2024, , Pages 1-15

https://doi.org/10.22034/cee.2024.441899.1017

Abstract
  Abstract This study investigated the factors influencing student learning outcomes as perceived by teacher-participants. The mixed methods approach was utilised to find out the teachers’ personal views on the instructional challenges faced by students in attaining the desired learning outcomes. ...  Read More

AI-Induced Emotions: A Translator Vulnerability Perspective

Saeed Ameri

Volume 2, Issue 1 , May 2024, , Pages 16-28

https://doi.org/10.22034/cee.2024.435751.1016

Abstract
  As technological developments, such as artificial intelligence or large language models, are rapidly transforming the profession of translation, the emotional vulnerability of translators has remained largely underexplored. Adopting vulnerability as a conceptual lens, this study examines the psychological ...  Read More

How Does the Brain Support Theory of Mind in Children? An EEG/ERP Review

Nasim Boustani

Volume 1, Issue 1 , May 2023, , Pages 17-28

https://doi.org/10.22034/cee.2023.171194

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, ...  Read More

Transpathy and the Relational Affect of Social Justice in Refugee Education

Mir Abdullah Miri

Volume 1, Issue 2 , November 2023, , Pages 17-32

https://doi.org/10.22034/cee.2023.414477.1012

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 ...  Read More

Developing Students’ Critical Thinking Skills through Contextual Teaching and Learning

Kawita Sarwari; Ahmad Fawad Kakar

Volume 1, Issue 1 , May 2023, , Pages 29-42

https://doi.org/10.22034/cee.2023.172192

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 ...  Read More

The Effect of Modality Type on Cognitive Processing of L2 Single Words

Vahid Rahmani Doqaruni

Volume 2, Issue 1 , May 2024, , Pages 29-39

https://doi.org/10.22034/cee.2023.429524.1014

Abstract
  The main purpose of the present study is to find out which type of modality (i.e., reading, listening, or reading while listening) affects second language (L2) learners’ cognitive processing of single words more efficiently. In order to achieve the aim of the present study, a semantic decision ...  Read More

Mapping out Postmethod Pedagogy Within a Brain-Based Learning Framework

Hamid Khosravany Fard; Seyed Mohammad Reza Amirian

Volume 1, Issue 2 , November 2023, , Pages 33-46

https://doi.org/10.22034/cee.2023.403701.1007

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) ...  Read More

Teacher Emotions, Energy, and Time Perspective in Teacher Success: A Mixed-Methods Study

Mohadeseh Rahimi; Ghasem Modarresi

Volume 2, Issue 1 , May 2024, , Pages 40-54

https://doi.org/10.22034/cee.2023.412453.1010

Abstract
  The current study, following a mixed-methods design, aims to determine the possible predictors of teacher success in teacher emotions, teacher energy, and teacher time perspective. The study also explores the role that teacher emotions, teacher energy, and teacher time perspective perform in teacher ...  Read More

Teachers’ Stroking Behavior in Anxiety, Willingness to Communicate, and Achievement

Fatemeh Shirzadeh; Haniyeh Jajarmi

Volume 1, Issue 1 , May 2023, , Pages 43-57

https://doi.org/10.22034/cee.2023.172167

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 ...  Read More

Conceptions of Intelligence, Teaching Motivation and Teacher Creativity: A Mixed-Methods Study

Javad Mohammadi; Ghasem Modarresi

Volume 1, Issue 2 , November 2023, , Pages 47-58

https://doi.org/10.22034/cee.2023.174746

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 ...  Read More

Emo-Sensory Intelligence in High School Teachers: Examining Gender and Age Dynamics in Iranian Educational Settings

Zahra Jahani; Afrooz Aminzadeh

Volume 2, Issue 1 , May 2024, , Pages 55-65

https://doi.org/10.22034/cee.2024.431909.1015

Abstract
  Given the importance of the emotional and sensory processing of information in education across different genders and ages, this study intends to examine the differences in emo-sensory intelligence among high school teachers in terms of gender and age. The ability to handle and manage emotions caused ...  Read More

Multisensory Learning and Vocabulary Retention: An Emotioncy-Based Study with the Stroop Task

Nasim Bahari; Younos Dost Mohammadi

Volume 1, Issue 1 , May 2023, , Pages 58-76

https://doi.org/10.22034/cee.2023.173482

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 ...  Read More

A Systematic Review of Language Aptitude and Proficiency: EEG and ERP Measurements

Zahra Ashofteh; Raziyeh Bahri Roudposhti; Elmira Farkhondehfal

Volume 1, Issue 2 , November 2023, , Pages 59-69

https://doi.org/10.22034/cee.2023.419986.1013

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 ...  Read More

Emotional-Cognitive Dynamics of “Waitance”: Unraveling its Relationship with Teaching Burnout

Reza Pishghadam

Volume 2, Issue 1 , May 2024, , Pages 66-75

https://doi.org/10.22034/cee.2024.189873

Abstract
  The current paper delves into the concept of “waitance”, as the tendency to passively await events without taking any action. Under a comprehensive model, this psychological phenomenon is categorized based on intensity, valence, expectation, and waiting periods. The emotional-cognitive dynamics ...  Read More

Executive Function and Learning Outcomes: A Systematic Review

Raziyeh Bahri Roudposhti; Taqi Al Abdwani

Articles in Press, Accepted Manuscript, Available Online from 25 February 2024

https://doi.org/10.22034/cee.2024.191024

Abstract
  Executive functions of the brain as a suite of cognitive skills implemented to perform cognitive processes, especially during education, have been of great interest in recent years. Considering this issue, there has been a bulk of investigations on the role of executive function on academic achievement ...  Read More

Intelligence, Sapioemotionality, and Educational Impact: Perspectives from Afghan University Instructors

Ahmad Fawad Kakar

Articles in Press, Accepted Manuscript, Available Online from 25 March 2024

https://doi.org/10.22034/cee.2024.448643.1018

Abstract
  This qualitative study aimed to investigate Afghan EFL instructors’ perspectives towards the elites’ personal and professional lives under the unstable socio-political situation of Afghanistan, and their impact on university students’ academic achievements. The data were collected through ...  Read More

Exploring Memory Systems: Types, Processes, and Implications for Learning and Teaching

Maryamsadat Tabatabaeian; Shahin Nematizadeh

Articles in Press, Accepted Manuscript, Available Online from 20 April 2024

https://doi.org/10.22034/cee.2024.194489

Abstract
  Studies on memory have been around for more than a century now. Yet, there is no agreement on its definition and categorization. It seems that memory and learning are highly correlated, and teaching techniques can lead to memory enhancement as they can facilitate information storage and retention. While ...  Read More

Educating the Developing Mind – A Developmental Theory of Instruction by Andreas Demetriou et al. (2024), Routledge, ISBN 978-1-032-03475-1

Saba Hasanzadeh

Articles in Press, Accepted Manuscript, Available Online from 30 April 2024

https://doi.org/10.22034/cee.2024.450387.1022

Abstract
  This review looks at a book released by Routledge in 2024 that advocates for a thorough framework and educational approach by synthesizing the theories of Piaget, Bruner, and Vygotsky with empirical research on learning, cognitive growth, and intellectual capacities. It promotes a thorough framework ...  Read More

Active/passive Motivation and Teacher Emotions: A Mixed-Methods Study

Zahra Koohestanian; Tahereh Zamani Bahabadi

Articles in Press, Accepted Manuscript, Available Online from 04 May 2024

https://doi.org/10.22034/cee.2024.448056.1019

Abstract
  The present study, as a mixed-methods study, aimed to identify the possible predictors of teacher emotions in active/passive motivation components and analyze teachers’ reactions to the role of active/passive motivation in their teaching emotions. In doing so, a number of 145 EFL teachers participated ...  Read More