Language teachers encounter many difficulties and daily struggles, due to the demanding nature of their occupation, which may make them regret selecting this profession. This study explored the presence, causes and consequences of occupational regret among language teachers and investigated how language teachers reacted to this negative feeling. The participants were 40 Iranian English teachers. The findings revealed that language teaching regret was cyclical in nature, including three phases named regret triggers, reactions, and inactivity. Moreover, teachers’ regret was triggered by factors related to the self, work, society, and education system. The reaction strategies were also classified into five groups: avoidance, acceptance, mindset shift, development, and displacement, and the teachers fell under different regret profiles based on how they responded to their regret. © 2025 Elsevier Ltd
Journal of Multilingual and Multicultural Development (01434632)46(3)pp. 698-712
Directed Motivational Currents (DMCs) construct proposed by Dörnyei and his colleagues [2015. “Directed Motivational Currents: Regulating Complex Dynamic Systems Through Motivational Surges.” In Motivational Dynamics in Language Learning, edited by Z. Dörnyei, P. D. MacIntyre, and A. Henry, 95–105. Bristol, UK: Multilingual Matters. doi:10.4324/9781315772714; 2016. Motivational Currents in Language Learning: Frameworks for Focused Interventions. New York: Routledge. doi:10.4324/9781315772714] identifies a particular motivational experience in which individuals engage in periods of intense and stable motivation in pursuit of a well-defined target goal. This study argued that success or failure in achieving the target goal of DMCs might have some associated experiences for those who undergo this particular type of motivation. This study, therefore, used a qualitative approach to examine various experiences that might be associated with goal un/accomplishment in DMCs. The results of the interview data analysis revealed that success or failure in achieving the well-defined target goal affected self-efficacy beliefs, language learning mindsets, mood, self-enhancement and personal approach toward learning. The implications of the study and suggestions for further research are presented. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
Learning Environments Research (15731855)27(3)pp. 913-937
The college classroom is the main setting of higher education institutions, wherein students get unique opportunities to learn and form new relationships and experiences. This study aimed to provide a qualitative description of female students’ experiences of college classrooms. The participants were 28 undergraduate female students who were purposively selected from a public university in Iran. Content analysis was utilized to analyze the semi-structured interviews. The analysis of the student’s experiences revealed four main themes: “relational disruption,” “non-effective professors,” “challenging courses and learning,” and “classrooms as non-place.” The results also indicated a need to re-define and re-structure the college classrooms to meet the changing expectations, values, motivations, and preferences of the students. Finally, the authors discuss the implications of the study for policy, practice, and future research. © The Author(s), under exclusive licence to Springer Nature B.V. 2024.
RELC Journal (1745526X)55(2)pp. 438-453
This study examined the role of positive and negative feedback on goal commitment and energy investment among English as a foreign language learners who experienced directed motivational currents (DMCs). To this purpose, a systematic methodology was used to identify language learners with a DMC experience (six students, four females, two males, mean of age = 19.5). Semi-structured interviews were conducted with the participants. The results of qualitative content analysis indicated that the three key features of DMCs were found in participants’ motivational experiences. In addition, the results showed that positive feedback affected goal commitment in DMCs by increasing goal persistence and sense of self-efficacy, while negative feedback enhanced motivation in DMCs by reducing the discrepancy between current state with the well-defined target state. The results also showed that feedback had some affective consequences that influenced goal pursuit in DMCs. © The Author(s) 2022.
Journal of Multilingual and Multicultural Development (01434632)
Metaemotions, described as secondary emotions about one’s own primary emotions, are considered as the antecedent of systematic and purposeful behaviours in learning and education. Research in other disciplines suggests that meta-emotions are related to emotion regulation and emotional experiences, however, their relationship with the psychological factors involved in learning a second language is not sufficiently studied. To fill this gap, the present study investigated the interrelations between metaemotions, willingness to communicate, anxiety, and enjoyment. To this end, 346 Iranian intermediate English as a foreign language (EFL) learners were recruited to participate in the study. The participants responded to questionnaires on willingness to communicate, metaemotions, enjoyment, and anxiety were administered. The results of path analysis revealed that different meta-emotions could predict anxiety and enjoyment differently. Besides, significant correlations were found between meta-emotions and willingness to communicate. The suggestions for future research in the field are presented. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
This study examined the relationship between language mindsets and emotions through the mediation of competitive and cooperative orientations and positive and negative beliefs about competition. The participants were 603 EFL learners (M for age = 17.29, SD = 0.960). They responded to self-report scales on their mindsets, anxiety and enjoyment, beliefs about competition, and cooperative and competitive orientations. The results showed that growth mindset significantly predicted enjoyment, positive beliefs about competition, and cooperative orientation, while fixed mindsets significantly predicted anxiety, negative beliefs about competition, and competitive orientation. The results also indicated that growth mindsets predicted enjoyment through the mediation of positive beliefs about competition and cooperative orientation, and fixed mindsets predicted anxiety through the mediation of negative beliefs and competitive orientation. The implications of the study for language teachers and researchers are presented. © 2024 Elsevier Ltd
Computer Assisted Language Learning (17443210)37(7)pp. 1726-1743
This article reports on a study that examined the relationship between language learners’ L2 grit and language mindsets and their attitudes toward CALL. The participants of the study were 625 EFL learners (male = 165, 26.4%; female = 460, 73.6%) with the mean age of 24.4 years (SD = 1.74). They were asked to respond to questionnaires on language mindsets, L2 grit, and attitudes toward CALL. The data were analyzed through regression and structural equation modeling (SEM). The results indicated that fixed mindsets predicted the effectiveness of CALL negatively and exhibition to CALL positively, whereas growth mindsets positively predicted the effectiveness of CALL. The results also indicated that persistence of effort positively predicted surplus value of CALL and teacher’s influence on CALL, and consistency of interest predicted degree of exhibition to CALL. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
Journal of Multilingual and Multicultural Development (01434632)45(8)pp. 3188-3204
Relatively few studies in the field of second language acquisition have undertaken to investigate the interrelationships of constellations of individual difference variables. This is certainly true of how complexes of ID factors impact motivation to learn an additional language. In order to address this gap, the paper reports a study that examined the ways in which enjoyment, anxiety, boredom, L2 grit and self-perceived competence interact with each other and affect motivated learning behaviour in the case of 238 Iranian students majoring in English. The data were collected through an online questionnaire and, following confirmatory factor analysis, were subjected to path analysis. Among other things, the results showed that intended effort was the consequence of a complex interplay of factors, with the combined impact of these factors not always being obvious. It was also revealed that L2 motivation may in some circumstances be positively influenced by academic emotions that are generally considered to have a detrimental effect on L2 learning (i.e. anxiety, boredom). © 2022 Informa UK Limited, trading as Taylor & Francis Group.
Journal of Multilingual and Multicultural Development (01434632)45(4)pp. 973-986
Directed Motivational Currents (DMCs) are highly intense goal-directed motivational experiences that are characterised by establishing new routines and having positive emotions. The present study aimed to identify the factors that triggered the launch of DMCs among EFL learners. An interview protocol designed based on the core dimensions of the DMC framework [Dörnyei, Z., A. Henry, and C. Muir. 2016. Motivational Currents in Language Learning: Frameworks for Focused Interventions. New York: Routledge] was used to collect the data. Qualitative content analysis was used to analyze the interview data. The results showed that DMCs experienced by the participants were triggered by others-related (i.e. goal contagion and salient others) as well as social-situational factors (i.e. critical life incidents, ego threat, responsibility). Finally, the pedagogical implications and suggestions for future research are presented. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
RELC Journal (1745526X)55(1)pp. 96-110
This qualitative study aimed to examine Iranian language teachers’ mindsets about language learning and teaching, and the ways in which their mindsets influenced their educational practices. The participants of this study were 20 Iranian language teachers who taught general English courses at private language institutes in a city in central Iran. The data were collected through conducting semi-structured interviews with the participants. The qualitative content analysis was conducted, and the main themes and categories were extracted. The results revealed that teachers had categorical (fixed or growth) or mixed mindsets (both fixed and growth mindsets). Moreover, the results showed that teachers’ mindsets influenced teachers’ pedagogical strategies, homework assignment, and their praise type. The findings show that it is important to raise teachers’ awareness about their mindsets and the effects they might have on their teaching strategies and the feedback/praise they give to their students. © The Author(s) 2022.
Language Teaching Research (13621688)28(2)pp. 556-576
This article reports on a mixed methods study that examined the effect of reference of comparison (self-referential vs. normative) and regulatory focus (promotion-focused vs. prevention-focused) on willingness to communicate (WTC) among learners of English as a foreign language (EFL). One hundred female English learners were randomly assigned to the self-referential, normative, prevention, promotion, and control feedback groups. They received different types of feedback for 15 sessions. The students were tested for their WTC, anxiety and communication competence before and after the intervention. The results of MANOVA and paired samples comparisons indicated that self-referential, normative, and promotion feedback positively improved WTC and communication competence and decreased anxiety. However, prevention feedback decreased WTC and communication competence and increased anxiety. Follow-up interview data indicated that feedback influenced WTC by providing learning checks or affecting learners’ self-confidence, reducing anxiety, fostering motivation, and decreasing peer pressure. Finally, it was suggested that teachers should mainly present feedback to emphasize task accomplishments and growth and to inform the students about their progress over time. © The Author(s) 2021.
Contributions to International Relations (27315061)pp. 89-92
This chapter presents the final remarks about the study. It evaluates the extent to which the use of nation branding and soft power assisted Qatar to respond to the shock and awe of the blockade. It also states that the process of nation branding helped the state of Qatar to create a protective shield of strategic tools that made it difficult for other countries to attack this small state and to incorporate the elements of soft power to maintain its role in the region and internationally. © 2023, The Author(s).
Contributions to International Relations (27315061)pp. 49-80
In this chapter, the authors argue that Qatar established its nation brand by simultaneously improving different qualities needed for creating a nation brand. In so doing, the chapter presents information about different aspects of Qatari nation brand and Qatar’s political activities. Also, different aspects of nation branding such as Qatar’s economic profile, different humanitarian activities performed by Qatar, and this state’s endeavors to promote sport and tourism in the country are described in detail in this chapter. © 2023, The Author(s).
Current Psychology (19364733)42(2)pp. 1467-1476
Directed Motivational Currents (DMCs) refer to periods of intense and enduring motivation in quest for a well-defined target goal or vision (Henry, Davydenko, & Dörnyei, 2015). This study used a qualitative methodology to examine group-level DMCs among English as Foreign Language (EFL) learners at a university level. To this end, a systematic methodology was used to identify individuals who experienced a DMC-type motivation. This resulted in identifying three groups with group-level DMC experience (N for all groups = 8, 6 female and 2 male). In-depth interviews were conducted with all members of the three groups. The results of qualitative data analysis indicated that the three key features of DMCs (goal-orientedness, salient structure, and positive emotionality) existed in participants’ collective motivation experience. Moreover, the results indicated that characteristics such as high responsibility, unity and coherence, collective efficacy, entitativity, attractiveness, and contagious motivation and emotions propelled energy and motivation in group-level DMCs. The implications of the study for researchers and teachers are presented. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC part of Springer Nature.
Contributions to International Relations (27315061)pp. 35-47
This chapter describes the state of Qatar in terms of different geographical and demographic characteristics. This was done because the authors believe that an in-depth understanding of nation branding and soft power in Qatar would be possible when a good understanding of different political, geographical, and demographic issues related to the country is obtained. Moreover, this chapter describes the key pillars of Qatar Vision 2030 as the government’s major plan for country development in different domains such as economy and humanitarian issues. © 2023, The Author(s).
Journal of Multilingual and Multicultural Development (01434632)44(2)pp. 83-95
This study investigated the relationship between need for closure and need for cognition and foreign language anxiety and enjoyment. The participants of the study were 232 EFL learners at a university in Iran. Self-report questionnaires on need for closure, need for cognition, foreign language classroom anxiety and foreign language enjoyment were administered. The results of path analysis indicated that different aspects of need for closure and need for cognition predicted foreign language anxiety and enjoyment both directly and indirectly. The findings of the study highlight that the ways in which language learners’ approach or avoid language knowledge and information play an important role in their emotions toward foreign language learning. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Language Teaching Research (13621688)
Learning about the factors that play a positive or negative role in language teachers’ dissatisfaction, stress and exhaustion, and challenge their identity as a teacher might provide teaching programs with suggestions on how to prevent teacher burnout. This study investigated whether teachers’ mindsets about stability or malleability of teaching ability (fixed and growth mindsets) and self-efficacy predicted their burnout and professional identity beliefs. The participants of the present study were 166 English as a foreign language (EFL) teachers. The teachers completed self-report scales on teaching mindsets, burnout, professional identity, and self-efficacy. The results of path analysis showed that fixed teaching mindsets productively predicted emotional exhaustion and depersonalization while growth teaching mindsets and teacher self-efficacy positively predicted personal accomplishment and teacher professional identity. The implications for future research in the field are presented. © The Author(s) 2023.
Learning and Motivation (00239690)82
Counterfactual beliefs are ideas about how one's past could have been better (upward counterfactuals) and worse (downward counterfactuals). In this study, we investigated how language learners’ upward and downward counterfactual beliefs about their language ability were related to their self-efficacy and performance. In so doing, we examined the mediating role of learners’ different sources of self-efficacy. The study sample included 320 Iranian intermediate level language learners (190 males and 130 females) at a language institute in Isfahan, Iran. The results of the study indicated that upward counterfactual thinking was negatively related to self-efficacy and language performance, while downward counterfactual thinking positively predicted self-efficacy. Moreover, the results showed that upward counterfactual thinking predicted self-efficacy indirectly via the mediation of four sources of self-efficacy (mastery experiences, vicarious experiences, verbal persuasion, and emotional and physiological states) and language performance through the mediation of vicarious experiences and verbal persuasion. In addition, downward counterfactual thinking indirectly predicted self-efficacy through the mediation of vicarious experiences and emotional and physiological states, as well as language performance via the mediation of vicarious experiences. © 2023 Elsevier Inc.
Contributions to International Relations (27315061)pp. 7-33
This chapter presents the theoretical underpinnings for the book. First, soft power is defined and related issues to soft power are discussed. Next, the chapter introduces the notion of nation branding as an important asset in responding to political challenges. Moreover, the chapter presents different theoretical underpinning and empirical findings related to nation branding. Finally, the chapter explains public diplomacy and its relationship with soft power and nation branding. © 2023, The Author(s).
Contributions to International Relations (27315061)pp. 81-88
This chapter elaborates on the links between the blockade of Qatar and its relationship with Qatari nationals’ psychological well-being and their sense of national identity. To this end, the chapter reviews the research on various psychological and attitudinal effects of the blockade on Qatari people. Moreover, it presents the research on how the development of a sense of national identity influenced Qataris’ well-being during the blockade. Finally, the chapter presents the results of research on the use of social media before and after the blockade and how social media were used to show national identity and support for the government after the blockade. © 2023, The Author(s).
International Journal of Multilingualism (14790718)20(2)pp. 347-364
This study sought to investigate the relationship between language mindsets and grammar learning strategies and grammatical performance among English as L2 and L3 learners. Moreover, this study examined fixed and growth language mindsets across gender and language groups. The sample included 320 (NL2 = 160, NL3 = 160) intermediate Iranian EFL learners who responded to self-report scales ta as well as a grammar test. Independent samples t-tests indicated that there were significant differences between mindsets scores of male and female L2 learners. The results also revealed that L2 learners endorsed more growth mindsets than L3 learners. Finally, path analysis showed that language mindsets significantly predicted grammar learning strategies and grammar scores of both L2 and L3 learners. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Innovation in Language Learning and Teaching (17501237)17(1)pp. 88-101
This study examined the effects of praise for intelligence and praise for effort on Iranian EFL learners’ language mindsets, perceived communication competence, speaking anxiety, and willingness to communicate (WTC). The students in three English classes (N = 63, all junior high school students) in a private language institute filled in self-report scales on language mindsets, perceived communication competence, speaking anxiety, and WTC, and then were assigned to praise for effort, praise for intelligence, and control conditions for 14 classroom communication sessions. They answered the same scales in the last session of the experiment. The results of quantitative analysis indicated that praise for effort enhanced learners’ growth mindsets, communicative competence, and WTC, and decreased their speaking anxiety. In contrast, praise for intelligence and no praise decreased students’ growth mindsets. Praise for intelligence further decreased students’ WTC and increased their speaking anxiety. Follow-up qualitative data gathered by interviews with 12 students further suggested that praise for effort facilitated learners’ WTC by increasing their growth mindsets and lowering their speaking anxiety. Finally, we discussed practical implications for how language teachers enhance students’ success in classroom communication. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Language Teaching Research (13621688)27(3)pp. 575-592
This study examined the effect of feedback, feed up (comments on goals and students’ success in achieving goals) and feed forward (comments on the next step in learning during the semester) on writing motivation, writing self-efficacy, and writing anxiety. Two hundred and ten female intermediate language learners (agemean = 17.2) were assigned to seven experimental conditions: feedback, feed up, feed forward, feedback + feed up, feedback + feed forward, feed up + feed forward, and feedback + feed up + feed forward (n = 30 for each group). Based on group assignment, the participants received feedback, feed up, and feed forward for 12 sessions and took writing motivation, writing self-efficacy, and writing anxiety scales as pretest and posttest. The results of MANOVA and paired samples t-test comparisons indicated that groups that received feedback significantly improved in terms of self-efficacy. In addition, groups who received feed up and feed forward significantly improved in terms of writing motivation. The results also showed that the combination of feedback, feed up and feed forward could decrease learners’ writing anxiety. Based on the findings of the study, it is recommended that teachers present feed up and feed forward along with feedback to improve non-linguistic aspects of L2 writing among their students. © The Author(s) 2020.
Assessing Writing (10752935)56
Teachers’ comments on how the students’ performance might have been if they performed in a specific way can have several implications for their motivation and engagement. This study examined the effects of upward and downward counterfactuals comments on the motivational aspects of L2 writing. To this end, 189 English as foreign language (EFL) learners were randomly assigned to three groups of upward counterfactual, downward counterfactual and control conditions and received counterfactual communication about a piece of writing. They were asked to answer to self-report scales on motivation, anxiety, growth mindsets, intended effort, willingness to write and perceptions of the rater. The results indicated that upward counterfactual communication positively influenced L2 writers’ motivation, anxiety, growth mindsets, intended effort, willingness to write and perceptions of the rater, while downward counterfactual communication produced negative effects in regards to these motivational variables. The implications of the study for research and practice are presented. © 2023 Elsevier Inc.
Journal of Intercultural Communication Research (17475759)51(3)pp. 309-325
Recent developments regarding mindsets have led to interesting findings in respect to language learning. Despite this interest, no one to the best of our knowledge has investigated individuals’ mindsets regarding the learnability of second language (L2) pragmatic norms. This study was set out to explore the structural relation between L2 learners’ belief systems -fixed and growth mindsets- and their L2 pragmatic norms including recognition, evaluation, perception, and conformity. Questionnaire data were collected from 213 learners of English as a foreign language in the context of Iran. The participants were asked to respond to questionnaire items on pragmatic norms, competence, motivation, and mindsets. Results of path analysis revealed that fixed and growth mindsets and L2 pragmatic competence positively predicted evaluation, perception and conformity to L2 pragmatic norms via the mediation of motivation. Our findings indicate that language mindsets play an important role in learners’ motivation to learn and use the pragmatic norms of the language they are learning. Results also imply that growth mindset should be encouraged among both language teachers and learners in order to achieve better outcomes in teaching pragmatics. © 2021 World Communication Association.
Language Teaching Research Quarterly (26676753)30pp. 50-68
Previous research on willingness to communicate (Henceforth WTC) has shown that several teacher factors can affect learners’ WTC. However, the effect of teachers’ perceptions of learners’ WTC on teachers’ communicative and instructional behavior has remained understudied. This study aimed to examine how teachers’ perceptions of learners’ WTC affected the frequency and method of their turn allocations. The in-depth study was conducted with three teachers in Iran over a period of one semester. Qualitative data were obtained from observations, audio and video recordings of classroom interaction, and interviews with teachers. Analysis revealed that teachers gave more voluntary turns to those whom they perceived to have a higher level of WTC. Also, the method of turn allocation was different for such students. These findings are important because they can raise awareness among teachers and enable them to ensure all learners are given opportunities to participate. © 2022 Language Teaching Research Quarterly. All rights reserved.
2025 29th International Computer Conference, Computer Society of Iran, CSICC 2025pp. 128-144
Language mindsets are individual beliefs about whether the ability to learn a language is changeable or not. Psychological research has shown that learners’ mindsets are linked to a wide range of psychological processes (e.g., attributions, effort beliefs, goal orientations, beliefs about mistakes/failures, self-regulatory tendencies, and emotions). This chapter discusses existing evidence on mindsets in SLA, including the conceptualization and measurement of language mindsets, associations with other individual difference constructs, and the effect of mindset interventions. Although research on language mindsets has produced promising findings to help us understand learners’ resilience and the development of intercultural competence, more research is needed to develop effective mindset interventions in language learning. To continue to strengthen the research on the individual differences in language mindsets, future research should continue to connect mindsets with a broader range of motivational factors and linguistic outcomes and to understand the individual characteristics that underlie language mindsets or interact with language mindsets in predicting learning outcomes. © 2022 Taylor and Francis.
Innovation in Language Learning and Teaching (17501237)16(3)pp. 205-207
Learning a second language (L2) is a prolonged process and it is full of challenges. Resilience is an important capacity to help learners to deal with challenging situations and cope with daily setbacks and struggles. This study examined the antecedents and consequences of resilience in language learning contexts. The participants of the study were 300 Iranian EFL learners at a state university (63.3% females). The participants answered a self-report questionnaire of their resilience, mindsets, psychological well-being, L2 selves, and perceived competence. The data were analyzed through structural equational modeling. The results showed that resilience was an important factor in predicting engagement (both in-class participation and effort) and well-being (high flourishing and positive affect, and low negative affect). That is, resilient learners are not only engaged learners, but also happy learners. The results also indicated that growth language mindsets and ideal L2 self independently predicted resilience and indirectly predicted engagement and well-being via resilience. These findings suggest that promoting resilience could be an important aspect of learners’ well-being and engagement in second language education. © 2022 Elsevier Ltd
Reading and Writing Quarterly (15210693)38(2)pp. 156-167
This study examined the effect of different types of praise on writing students’ anxiety, motivation, mindsets, and perceived competence. In doing so, 180 English-majoring university students (102 female, 78, male) were randomly assigned to praise for effort, praise for intelligence, and no praise conditions (N = 60 for each group). The groups received praise types in two success and failure conditions and then answered to self-report scales on anxiety, motivation, growth mindsets, and perceived writing competence. The results of multivariate analysis of variance (MANOVA) and post hoc comparisons indicated that praise for effort positively improved learners’ anxiety, motivations, competence and growth mindsets, while praise for intelligence negatively influenced them. The implications of the study for writing instructors and suggestions for future research in the field are presented. © 2021 Taylor & Francis Group, LLC.
Sustainability (Switzerland) (20711050)14(22)
This study aims to investigate the ways in which the linguistic landscape of a territory might be influenced by socio-political changes and movements to ensure social and cultural sustainability. To this end, this article reports on a study that examined the linguistic landscape of Doha after certain social and political changes since 2017. Further, this study aimed to examine how messages about power, unity sustainability, and national identity were communicated through the use of monolingual and bilingual signs in Doha. The article concludes that sudden socio-political changes can exert an influence on the linguistic landscape, and the linguistic landscape can be used as a tool for communicating messages about unity, sustainability, power and national identity. Moreover, the findings of this study suggest that the linguistic landscape can be used to maintain and improve social and cultural sustainability. © 2022 by the authors.
Innovation in Language Learning and Teaching (17501237)16(3)pp. 249-264
We argue that growth (vs. fixed) mindsets are important for positive emotions and self-development because growth mindsets can foster adaptability, referring to the ability to adjust oneself in different circumstances. This study examines the role of mindsets in adaptability and whether adaptability, in turn, predicts learning emotions (anxiety and enjoyment), self-concept, and self-efficacy. The data were collected through self-report questionnaires from 211 (141 females and 70 males, Mage= 17.2 years, SDage = 6.8) Iranian intermediate language learners. The path analysis results showed that fixed mindsets negatively predicted anxiety, enjoyment, self-concept, and self-efficacy through the mediation of adaptability, whereas growth mindsets positively predicted enjoyment, self-concept, and self-efficacy and negatively predicted anxiety through adaptability. The results held even after accounting for ideal L2 self and perceived competence. These findings highlight that growth mindset is an essential factor for developing positive learning emotions and self in foreign language classrooms. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
International Journal of Psychology (1464066X)56(6)pp. 934-940
Goals are a core aspect of motivation. Elliot et al. (2015) introduced potential-based goals as a type of self-based goals that are conceptualised as seeking to do as well as one possibly could (potential approach goals) or seeking to avoid doing worse than one possibly could (potential avoidance goals). We follow up on this construct by examining its factorial structure and investigating its associations with intrinsic motivation and performance. We assessed 436 Iranian university students' potential-based goals at the beginning of an English course, intrinsic motivation during the semester and end-of-course performance. Results attested factional separability similar to the original work, supporting generalisability concerning more collectivistic contexts. Potential approach goals were positively associated with intrinsic motivation and performance, while potential avoidance goals were negatively associated with performance, also after controlling for demographics. Overall, this affirms the relevance of potential-based goals for a comprehensive understanding of how goals motivate individuals. © 2021 The Authors. International Journal of Psychology published by John Wiley & Sons Ltd on behalf of International Union of Psychological Science.
Learning and Individual Differences (18733425)86
Growth language mindsets, the beliefs that language-learning ability can be cultivated through effort, are argued as a motivational resource that guides learners to focus on improvement and learning processes. However, little is known about how classroom learning contexts predict predict language-mindsets, and whether language-mindsets are linked to learners' competence development and language use in a language classroom. In this study, we recruited 392 university-level English-as-a-foreign-language (EFL) students in Iran and examined (a) how learners' perceptions of their teacher's autonomy support predict their language-mindsets, and (b) whether language-mindsets in turn predict learners' perceptions of communicative competence and willingness to communicate (WTC). Path analyses demonstrated that growth language-mindsets mediated the link of autonomy support on communicative competence and WTC. Students who perceived their teachers to be more autonomy-supportive were more likely to endorse growth (vs. fixed) language-mindsets, and thereby feeling more competent and being more willing to use English in the classroom. This study highlights the importance of growth mindsets in EFL classrooms and provides practical implications for fostering growth mindsets with autonomy-supporting strategies. © 2021 Elsevier Inc.
Second Language Learning and Teaching (21937656)pp. 155-167
This study employed a mixed method design to study the effect of a flipped classroom strategy on Iranian EFL learners’ willingness to communicate (WTC). Two EFL classes (N = 20 for each class) were assigned to experimental and control groups. The flipped classroom was taught via flipped classroom strategy while the control group received conventional English teaching. The groups were tested for their WTC before and after the intervention. Also, interviews were conducted with the participants of the both groups. The results indicated that flipped classroom strategy significantly influenced learners’ WTC by making language learning enjoyable, increasing motivation, and decreasing language anxiety. The implications of the study for researchers and language teachers are presented. © Springer Nature Switzerland AG 2021.
Second Language Learning and Teaching (21937656)pp. 261-264
This final chapter presents some directions for further research on WTC. The venues I outline for future research are related to different language skills, linguistic, pedagogical, psychological, and technological issues that might interact with or influence learners’ WTC. Each of these venues for future research is described in detail in the following sections. © Springer Nature Switzerland AG 2021.
Second Language Learning and Teaching (21937656)pp. 199-218
This chapter introduces the notion of a social network approach to the study of L2 WTC. The authors first describe the key tenets of social network theory. Then they argue that different aspects of the theory can be applied to explain L2 WTC. In so doing, they focus on the notion of opportunity in WTC and try to analyse it from a social network approach. The authors finally argue that theoretical integration of a network approach into L2 research would allow researchers to further develop, refine, and re-conceptualize longstanding concepts related to groups, classrooms, social categories, and individual differences. © Springer Nature Switzerland AG 2021.
Discourse Processes (0163853X)58(10)pp. 869-885
This study examined the role of need for closure and need for cognition in predicting second language (L2) writing-specific psychological factors, namely, self-efficacy, anxiety, motivation, and self-regulation. To do this, we collected self-report data from 186 undergraduate learners of English. Results of path analyses revealed that both need for closure and need for cognition predicted writing self-efficacy, anxiety, motivation, and self-regulation. In addition, mediation analyses showed that different aspects of need for closure predicted the psychological aspects of L2 writing indirectly through need for cognition. The findings highlight that learners’ cognition and their tendency toward information processing and willingness to engage in effortful thinking play an essential role in their perception and emotions toward L2 writing. It is recommended that teachers pay particular attention to learners’ need for cognition, need for closure, and the aforementioned writing-specific psychological factors in L2 writing classrooms. © 2021 Taylor & Francis Group, LLC.
Learning and Motivation (00239690)72
This article reports on a study which aimed to see how different sequencing strategies for video modeling examples and inquiry tasks influenced EFL learners' willingness to communicate (WTC), anxiety, and communication competence. To this end, four general English classes (N = 80) were randomly assigned to video-task, task-video, video-video, and task-task conditions. Quantitative analyses showed that specific sequences of videos and tasks significantly and positively change learners' WTC, anxiety, and communication competence. Moreover, statistical analyses indicated that video-video condition significantly increased WTC and competence and lowered learners' anxiety. However, the results showed that task-task situation decreased WTC and communication competence and increased anxiety. Finally, some recommendations for facilitating WTC in L2 classrooms are presented. © 2020 Elsevier Inc.
Second Language Learning and Teaching (21937656)pp. 89-94
This chapter presents the final remarks about the study. First, a brief summary of the findings is presented. Then, the findings of the study are discussed in light of the DMC model (Dörnyei and his colleagues, 2014, 2015, 2016) and previous related studies. Also, the results of data analyses related to the questions related to the effect of experiencing DMCs on WTC, self-confidence, self-concept, and language learner autonomy are discussed. © Springer Nature Switzerland AG 2019.
Second Language Learning and Teaching (21937656)pp. 9-17
This chapter presets the theoretical underpinnings on L2 motivation and Directed Motivational Currents (DMCs). First, a brief overview of research on L2 motivation is presented. Then, the DMC construct, its core characteristics, and the theories related to it are explained in detail. © Springer Nature Switzerland AG 2019.
Second Language Learning and Teaching (21937656)pp. 1-118
Innovation in Language Learning and Teaching (17501237)13(3)pp. 267-276
This article reports on a study which employed a flipped classroom strategy to increase the amount of peer dialogue among a group of Iranian EFL learners. The flipped strategy used in this study required the students to study some online materials provided for students via a social network called Telegram. Before attending the class, the participants watched videos related to the topic of each lesson, studied online texts that included the bolded vocabulary, and listened to audio clips related to the focus of every session’s discussion. The analysis of audio-recordings of peer collaborative talk indicated that the flipped strategy, as compared to the traditional teaching, significantly increased collaborative peer dialogue among the learners. Finally, implications of the study for language teachers and researchers interested in this area of inquiry are discussed. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
Second Language Learning and Teaching (21937656)pp. 33-47
This study aimed to examine the effect of experiencing a DMC on language learners’ autonomy, self-confidence and self-concept. This chapter deals with the notions of language learner autonomy, self-confidence, and self-concept ad reviews the key ideas related to these topics. Theoretical and empirical studies related to each of these concepts is reviewed separately and the latest developments in research on each variable are discussed. © Springer Nature Switzerland AG 2019.
Second Language Learning and Teaching (21937656)pp. 49-62
This chapter presents the methodological information of the study. Following the specific nature of the DMC phenomenon, a qualitative approach was used to address the research questions. As an important aspect of qualitative research is thick description of the context, participant, data collection, and data analysis procedure, detailed information about each of these elements is presented in this chapter. © Springer Nature Switzerland AG 2019.
Second Language Learning and Teaching (21937656)pp. 63-88
This chapter presents the results of data analysis performed to answer the research question of the study. In so doing, first results of the systematic approach taken to identify learners with a DMC experience are presented. This included describing each participates’ demographic and educational status as well as explaining the cause of their DMC experience. © Springer Nature Switzerland AG 2019.
RELC Journal (1745526X)50(2)pp. 341-349
This study examined the effectiveness of a person-centred future time perspective (FTP) intervention on Iranian EFL students’ willingness to communicate (WTC) in English. Through one-on-one interviews with the participants, the researchers tried to build a connection between students’ English learning at school and their goals in future, and to develop positive feelings about the value of speaking English. The quantitative findings followed by qualitative interview data indicated that the intervention was successful in enhancing students’ WTC in English. The results showed that the intervention improved the participants’ WTC by affecting their goal pursuit commitment, autonomy, feelings, and values attached to learning English. The implications of the study are discussed. © The Author(s) 2017.
Second Language Learning and Teaching (21937656)pp. 19-32
Willingness to Communicate (WTC) is one of the highly studied ID variables in language learning and teaching in the past three decades. In this chapter, the origin of WTC is discussed and its introduction to L2 research literature is briefly reviewed. Moreover, empirical studies conducted over the globe are summarized. © Springer Nature Switzerland AG 2019.
Innovation in Language Learning and Teaching (17501237)12(3)pp. 247-259
This sequential explanatory mixed methods study aimed at investigating the effect of explicit and implicit corrective feedback on Iranian English language learners' (EFL) L2 willingness to communicate (WTC) in English. Explicit and implicit corrective feedback were given to groups of low-intermediate Iranian EFL learners to see their effectiveness in facilitating L2 WTC. The findings of quantitative analysis were sequenced by follow-up qualitative data to explain the obtained results. The results of quantitative data analysis indicated that implicit corrective feedback did not influence L2 WTC, whereas explicit corrective feedback increased it. The analysis of qualitative data showed that explicit corrective feedback enhanced language learners’ L2 WTC by promoting their L2 self-confidence. The implications of the study for language teachers and L2 WTC researchers are discussed. © 2017, © 2017 Informa UK Limited, trading as Taylor & Francis Group.
Asian Englishes (13488678)20(1)pp. 81-94
As a part of the Expanding Circle in the concentric model of the Englishes around the world, English plays an important function in various domains in contemporary Iran. While English does not have any recognized official status in the country, it is widely used in education, business discourse, and media. This article discusses the sociolinguistic characteristics of Iran, reviews the use and the status of different foreign languages in the country, and elaborates on the functions of English in present-day Iran. The article also considers that further spread of English in various aspects of the everyday lives of Iranian people has been influenced by the mass media and the increasing use of the Internet and social networks. © 2017 Informa UK Limited, trading as Taylor & Francis Group.
Current Psychology (19364733)37(3)pp. 477-487
The present study employed a sequential explanatory mixed-methods design to examine the use of motivational strategies by Iranian English teachers and to see whether there were any culture-specific strategies. For the quantitative phase of the study, Cheng and Dörnyei’s (2007) motivational strategies questionnaire was distributed among 185 teachers to investigate their attached importance to and actual frequency of use of motivational macro strategies. In the qualitative phase, in order to explore a deep picture of the salient and specific motivational strategies and the reasons behind them, a set of semi-structured interviews with 10 volunteer teachers were conducted. Although results generally endorsed the findings of the original study and other similar ones, some culture-specific differences in strategy importance and use were traced, particularly in terms of promoting learners’ autonomy and goal-orientedness. The teachers devalued the motivational load of these variables due to the authoritarian sense of respect in their local context. © 2016, Springer Science+Business Media New York.
Teachers and Teaching: Theory and Practice (13540602)23(2)pp. 127-140
Research has shown that lack of motivation on either students or teachers’ part negatively influences language learning. The latter case is a serious problem in this regard, since an unmotivated teacher will extinguish his learners’ enthusiasm and energy for learning. This study employed a mixed-method approach to investigate the demotivating factors for Iranian junior high school teachers. For the quantitative stage of the study, a questionnaire on demotivation was distributed among 105 participant teachers to find out the dominant demotivating factors. In the qualitative stage, and in order to gain a better picture of the salient demotivating factors and the reasons behind them, a set of semi-structured interviews with 10 volunteer teachers were conducted. The results indicated that lack of social recognition and respect, few adequate rewards, lack of supports or understanding regarding English education, and a large number of students in a single English class were the major demotivating factors for Iranian teachers. In the interviews, it was found that the participants perceived the first two items as specific to Iranian educational context. Finally, the implications for policy-makers and material developers and suggestions for future researchers are discussed. © 2016 Informa UK Limited, trading as Taylor & Francis Group.
TESOL Quarterly (00398322)51(1)pp. 155-166
Current Psychology (19364733)36(4)pp. 781-790
English is broadly used as the language of politics, commerce, communication, internet, tourism, etc., which necessitates a multidimentional motivation to learn it. At the time, scholars claim that considering motivation as a Complex Dynamic System (CDS) is the best apparatus to tap this multidimensionality. The present study was an attempt to examine the interplay of different motivational factors influencing a group of Iranian participants’ decision to start and continue an English as a foreign language course. Eight participants were interviewed in the beginning, middle, and end of the semester to better picture the dynamic and complex nature of motivation. The results of the study lent support to the dynamicity of motivation. The findings also showed that several major motivational themes were at work and there were positively or negatively directed motivations. Finally, the implications of the study were discussed. © 2016, Springer Science+Business Media New York.
2025 29th International Computer Conference, Computer Society of Iran, CSICC 2025pp. 37-39
The study of intercultural communication (ICC) may be one of the most important topics in the social sciences/humanities. Communication among members of various cultures has always been important and is more and more needed. ICC was formerly needed for purposes such as trade but it is a matter of survival for human beings. Therefore, research on ICC has mainly focused on investigating intercultural sensitivities, intercultural perceptions, and methods for intercultural education to develop intercultural competence and provide practical implications to facilitate intercultural interactions. ICC research in this sense mainly compares and contrasts communication processes in Iran with those of other nations. The official language of Iran is Persian, and Islam is the official religion. Iranian society is recognized as highly diverse due to the existence of various linguistically, ethnically, and culturally diverse groups such as Kurds, Turks, Baluchis, Lurs, and Arabs. © 2017 Taylor & Francis.
Journal of Intercultural Communication Research (17475759)46(2)pp. 173-187
This study examined whether and how English as a foreign language (EFL) learners` perceptions towards their own and others` accent is liable to impact their second language (L2) willingness to communicate (WTC). The content analysis of interviews with 20 EFL learners showed that L2 WTC was amenable to their hegemonic attitudes towards native English accents. As many as four recurring themes arose from the interviews which showed how perceived accent strength can impact L2 WTC. These include: Accent-related stigmas, accent-based disruptiveness, aspiration for showing off one`s accent, and self-perceived communicative competence and self-confidence. The paper concludes by discussing the implications of the findings and outlining avenues for future research. © 2017 World Communication Association.
Current Psychology (19364733)35(4)pp. 700-710
Self-regulated language learning (SRLL) has been foregrounded as an important element in successful second language (L2) learning. The present study examined the interrelation between SRLL and foreign language learning optimism as a positive psychology construct among 187 Iranian English language students. In addition, achievement group and gender differences in SRLL and foreign language learning optimism were investigated. Data about participants’ SRLL and foreign language learning optimism were collected using questionnaires. Pearson product moment correlation, hierarchical regression analysis, and analysis of variance were utilized to analyze the data. A key finding was that foreign language learning optimism was a significant predictor of participants’ use of SRLL strategies during learning English as a foreign language. Furthermore, students’ EFL learning optimism and SRLL behavior significantly differentiated low-achievement and high-achievement students. The findings highlight the need for interventions to promote well-being factors in relation to foreign language learning among students. © 2015, Springer Science+Business Media New York.
Language and Linguistics Compass (1749818X)10(1)pp. 30-45
In the last 20years, several scholars have referred to willingness to communicate (WTC) as a useful construct in explaining an individual's first (L1) and second language (L2) communication. WTC in L2 is defined as a readiness to initiate discourse with specific person(s) at a particular time, using an L2 (MacIntyre, Dörnyei, Clément, and Noels ). This paper presents a sketch of the current themes and research directions in WTC, which are particularly novel or forward-looking. The survey is divided into several main sections: the origin and theoretical advancements, orientations in research methodology, and directions for future research. The paper discusses how WTC was originally conceptualized with reference to L1 communication and, later, introduced as welcome appendage to L2 pedagogy. Furthermore, it compares trait-like and situational views toward L2 WTC and argues for the importance of facilitating WTC in language learners. Finally, the paper outlines some possible venues for further research that can expand advance in L2 WTC research. © 2016 John Wiley & Sons Ltd.
System (0346251X)42(1)pp. 288-295
Previous research on willingness to communicate (WTC) has shown that teachers' attitude, support, and teaching style can influence learners' WTC. This paper reports on a qualitative study that utilized a focused essay technique to explore how teachers can affect learners' tendency to talk in class. Study participants were asked to describe those situations in which teachers influenced their willingness to communicate in English. A total of 97 entries were received for situations in which the students were most willing to communicate and 84 entries for situations in which the students were least willing to communicate. The findings indicate that teachers' wait time, error correction, decision on the topic, and support exert influence on learners' WTC. The possible implications of the study for language teachers are discussed in this paper. © 2013 Elsevier Ltd.
Communication Research Reports (08824096)29(4)pp. 292-298
Understanding of how different cultures value intercultural communication and communication competence is of considerable importance (Dilbeck, McCroskey, Richmond, & McCroskey, 2009). This research aims to investigate Iranian culture values related to self-perceived communication competence, which is reported to be a strong predictor of willingness to communicate (McCroskey & Richmond, 1990). The Self-Perceived Communication Competence (SPCC) instrument was used to measure the communication competence self-perceptions of more than 700 Iranian university students regarding various contexts and with various receivers. Results indicate that participants feel more competent communicating in dyads and group context and with friend and acquaintance receivers, while less competent when talking with strangers or in public and meetings. © 2012 Copyright Eastern Communication Association.
