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.
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.
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.
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.
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.
