1,720,990 research outputs found
外语学习中的无聊情绪研究：基于范围综述的方法
No full textIn this scoping review, we analyze research articles on foreign language learning boredom published in journals indexed in SSCI and CSSCI databases for their theoretical frameworks, research scopes, research contexts, and methodological characteristics. Limitations of current research are identified with suggested directions for future research. The synthesis of 25 research articles shows that although multiple interdisciplinary theories have been introduced to foreign language learning boredom research, the links between theories and empirical investigations remain to be strengthened. Despite an increasingly expanding range of research topics, most studies have been limited to describing the experience of foreign language learning boredom and its causes. Although quantitative, qualitative, and mixed methods approaches have been adopted in foreign language learning boredom research, most of studies are cross-sectional using self-report data collection tools. Based on the synthesis, we made some suggestions for future research
Tangible and intangible rewards: how do they relate to task-specific motivation and task performance in second language writing?
No full textThis study investigates the impact of tangible and intangible rewards on extrinsic and intrinsic task-specific motivation of young second language (L2) writers, as well as their writing performance. It also examines the relationships between task-specific motivation and writing performance under various reward conditions. A total of 123 Chinese secondary school students were assigned to three groups: a tangible reward group, an intangible reward group, and a no reward group. Participants in the two reward groups were informed that they could receive a tangible or an intangible reward if their writing performance ranked among Top 10 in their class. All participants then completed an English writing task, followed by a scale assessing their extrinsic and intrinsic motivation in the task. A series of Kruskal-Wallis tests revealed that rewards increased extrinsic task motivation but had no effect on intrinsic task motivation. Both reward groups outperformed the no reward group in all aspects of writing performance (i.e., content, organization, and language). Additionally, Spearman correlation and multiple linear regression analyses revealed that extrinsic and intrinsic task motivation were positively associated with writing performance in the tangible reward group, but not in the other groups. The findings provide practical implications for task motivation intervention among young L2 learners
Task complexity and L2 writing performance of young learners: contributions of cognitive and affective factors
No full textThe study investigated the effect of task complexity (TC) on second language (L2) learners’ affective responses and writing performance and how these were modulated by cognitive and affective individual difference (ID) factors. A total of 412 Chinese 8th-grade English-as-a-foreign-language learners completed a working memory (WM) test, a scale measuring trait-like L2 writing enjoyment, a simple (n = 206) or complex (n = 206) argumentative writing task, and posttask scales measuring task-specific enjoyment and motivation. Independent t-test results showed that increased TC contributed to a slight but significant enhancement in task motivation and enjoyment and a significant performance improvement in content and organization but not in language. Structural equation modeling results showed that the cognitive and affective ID factors predicted writing performance jointly: WM and task motivation predicted writing performance consistently in both simple and complex tasks, task-specific enjoyment only played its role in the complex task, and trait-like enjoyment became insignificant in predicting task performance. These findings support the integrated task-mediated cognitive–affective model of L2 writing we propose by synthesizing and extending existing models. This study highlights the need to pay attention to the affective dimension of tasks and suggests TC as an intervention strategy to make a task more motivating and enjoyable
Contributions of foreign language writing emotions to writing achievement
No full textEmotions have received scant attention in L2 writing research except anxiety, leaving their role largely unclear. This study was designed mainly to examine the contributions of anxiety, enjoyment, and boredom to writing achievement. We also aimed to develop and validate instruments to measure foreign language writing enjoyment and boredom. Two sub-studies were conducted among three groups of junior secondary EFL learners in China (N1 = 310; N2 = 326; N3 = 1036). In Study 1, the Foreign Language Writing Enjoyment and Boredom Scales were developed based on the responses from Group 1 to open-ended questions. Both scales were administered to Groups 2 and 3. Group 3 also filled in the questionnaires for criterion variables (i.e., second language writing anxiety, foreign language anxiety, enjoyment, boredom, and burnout). Reliability and validity tests confirmed the sound psychometric properties of the two scales (e.g., internal consistency, construct/convergent/discriminant/criterion validity, and measurement invariance). In Study 2, we further obtained data on the English writing achievement of Group 3 operationalized as scores in two writing proficiency tests and an end-term exam, and self-ratings for writing proficiency. Regression analyses show that boredom had the strongest negative effects on writing achievement, followed by the positive effects of enjoyment and the insignificant effects of anxiety.</p
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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