Omid Mallahi
Abstract
The significance of positive psychology constructs in second language learning and teaching is currently being emphasized by many L2 scholars. Accordingly, the present study intended to investigate the relationship between a set of positive psychology variables (namely, critical thinking, academic resilience ...
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The significance of positive psychology constructs in second language learning and teaching is currently being emphasized by many L2 scholars. Accordingly, the present study intended to investigate the relationship between a set of positive psychology variables (namely, critical thinking, academic resilience and grit) and argumentative writing performance of 48 Iranian EFL learners. The necessary data were collected based on the students' responses to an argumentative essay writing prompt and the instruments measuring their status in critical thinking, academic resilience and grit. The coefficient of correlation indexes indicated rather low associations between argumentative writing performance and these constructs. Multiple regression pointed to the superiority of subscales targeting affective aspects and emotion regulation in accounting for the argumentative writing performance of the learners. Nevertheless, despite the superiority of high-skilled writers compared to moderately-skilled and less-skilled writers in critical thinking, academic resilience and grit, MANOVA results indicated no statistically significant differences among these groups of learners in these variables. Finally, it was concluded that since these positive psychology constructs are responsive and amenable to instruction, some appropriate pedagogical interventions, materials, and activities must be designed to improve the students' competence in these constructs which, in turn, can positively influence their performance on rather challenging academic tasks.
Omid Mallahi; Mahboobeh Saadat
Abstract
Due to the importance of humanistic and learner-centered views of language teaching, many instructors and curriculum planners are sensitive of the learners’ needs in creating tailor-made instructional programs and designing effective syllabus for their courses. Accordingly, the present study used ...
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Due to the importance of humanistic and learner-centered views of language teaching, many instructors and curriculum planners are sensitive of the learners’ needs in creating tailor-made instructional programs and designing effective syllabus for their courses. Accordingly, the present study used a needs analysis procedure to inspect a group of Iranian undergraduate EFL learners’ problems and needs in writing. In fact, the primary stakeholders’ (i.e., 58 learners and 3 writing instructors) views regarding the students’ difficulties in writing and their expectations and suggestions regarding the roles and effects of the writing course, instructors and the materials on resolving their problems and, thus, improving their writing ability were explored by using two sets of open-ended surveys. Subsequently, in light of the findings of the study a socioculturally-informed syllabus, which can guide the selection of materials, teaching methods and assessment techniques in a writing course, was proposed and elaborated upon. Insights provided by the present study can be useful for writing teachers, researchers, and possibly syllabus designers and curriculum planners, to design an appropriate and accountable writing course for their learners to identify and resolve their problems and, thus, enhance their writing quality.
