An Ecological Study of Identity in Teaching English as a Foreign Language in Light of the Dynamic Systems Model of Role Identity.

Influenced by the growing urge of investigating the combined nature of teacher identity with the dynamic teacher professional learning processes in recent years, the present study aimed to cast an ecological look at identity role construction and change in L2 teaching. To this aim, Dynamic Systems Model of Role Identity (DSMRI) meta-theoretical framework was employed with the centrality of social-cultural roles in framing an EFL teacher's experiences and guiding actions. In a single-case study, a Chinese EFL teacher's dynamic construction of identity (as a single-case design) was traced in three phases: before a practicum (teacher professional development program), during the practicum, and during the first year of teaching.

Joint Growth Trajectories of Trait Emotional Intelligence Subdomains Among L2 Language Learners: Estimating a Second-Order Factor-of-Curves Model With Emotion Perception.

The present study assessed the developmental dynamics of trait emotional intelligence (TEI) and its subdomains during English as a foreign language (EFL) learning in a longitudinal study. A sample of 309 EFL learners (217 females, 92 males) was used to assess the trajectories of the global factor of TEI and the parallel development of the TEI subdomains over 1 year in the context of the EFL classroom using parallel process modeling (PPM) and factor of curve modeling (FCM). Additionally, emotion perception (EP) was used as a distal outcome to investigate how growth parameters, including intercept and slope factors in a TEI-FCM, influence the distal outcome of EP.

Perseverance of Effort and Consistency of Interest: A Longitudinal Perspective.

The present research, enlightened by the dynamic approach to language learning, aimed to trace the co-development of English as a foreign language (EFL) learners' perseverance of effort (PE) and consistency of interest (CI), the two subdomains of grit, over a course time. To this aim, a factor of curves model (FCM) was employed to trace the covariance of the subdomains of L2 grit longitudinally over time; to explore how changes in PE and CI are affected by their initial states; and to what extent the variations in PE and CI are explained by the underlying global factor of L2 grit. For data collection, the L2 grit scale was used with 1,384 adult EFL learners in four measurement occasions.

A Longitudinal Study of Foreign Language Enjoyment and L2 Grit: A Latent Growth Curve Modeling.

In line with the dynamic shift in SLA domain and the need for the development of suitable methods to explore the dynamics of emerging concepts in the field such as grit and enjoyment, in the present research, we intended to investigate the growth of foreign language enjoyment (FLE) and L2 grit over time. To do this, we used a bivariate latent growth curve model (LGCM) to examine the covariance between 437 EFL learners' initial and growth levels of L2 grit and FLE in four measurement occasions of 2 week intervals. The data were collected the original foreign language enjoyment scale and the L2 grit scale.

Where do Language Mindsets Come from? An Ecological Perspective on EFL Students' Mindsets About L2 Writing.

Although recent research suggests that language mindsets (i.e., fundamentalbeliefs aboutthe fixedness and malleability of language learning ability) are important for L2 learners' motivation and learning behaviors, much research has focused on quantitative approaches and static individual differences, with little emphasis on its student-centered and ecologically-relevant phenomena.

The Dynamics of Foreign Language Enjoyment: An Ecological Momentary Assessment.

Following the recent shift from negative psychology to positive psychology, interest in foreign language enjoyment (FLE) has grown noticeably in second language acquisition. Given the fact that learners are "persons-in-context" and are not "ergodic ensembles," the particular learner-context ecosystem goes through ongoing momentary changes with respect to individual differences like FLE. Ecological momentary assessment (EMA) contributes to our understanding of the dynamics of this ecosystem in terms of the interaction between individual learners and their learning environments.

A Meta-analysis of L2 Willingness to Communicate and Its Three High-Evidence Correlates.

Willingness to communicate (WTC) has been considered an important part of the language learning and communication process, playing a pivotal role in the development of language learners' communicative competence. Many studies have been conducted on the relationship between WTC and related variables in learning English as a foreign language. However, there is a lack of a comprehensive meta-analysis concerning the effect sizes of these studies.