Individual and contextual factors in the English language classroom : theoretical, pedagogical, and empirical approaches / Rahma Al-Mahrooqi, Christopher Denman, editors.
Mahrooqi, Rahma, editor.; Denman, Christopher, editor.
2022
PE1128.A2 I53 2022
Available Online

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Title Individual and contextual factors in the English language classroom : theoretical, pedagogical, and empirical approaches / Rahma Al-Mahrooqi, Christopher Denman, editors.
ISBN 9783030918811 (electronic bk.)
3030918815 (electronic bk.)
9783030918804
3030918807
DOI https://doi.org/10.1007/978-3-030-91881-1
Published Cham : Springer, [2022]
Copyright ©2022
Language English
Description 1 online resource.
Other Standard Identifiers 10.1007/978-3-030-91881-1 doi
Call Number PE1128.A2 I53 2022
Dewey Decimal Classification 428.0071
Summary This edited volume examines a number of topics related to the roles of individual and contextual factors in English as second or foreign language (ESL/EFL) settings by presenting chapters across the three sections of theoretical and pedagogical approaches, teacher and learner research, and research into the roles of technology. The book has a focus on practical actions and recommendations related to individual and contextual factors in ESL/EFL, with a specific concern with issues of cognition, metacognition, emotion, and identity, and offers perspectives from a diverse range of international education settings. For teachers of ESL/EFL, the effective recognition and integration of individual and contextual factors into the classroom may represent a significant challenge. This is often the case in those settings where native English speaking teachers work in foreign language contexts where they may have limited understanding of local cultures and languages, or where language instructors have class groups that are culturally and linguistically diverse. In these, and similar, contexts, the types and extent of individual and contextual factors impacting on language learning may challenge both learner and instructor expectations of what an effective and supportive classroom is. While such a situation offers numerous opportunities for learners and teachers to expand their knowledge of themselves and each other, it also presents the possibility for ineffective teaching and learning to occur. It is within this framework that the book presents the latest theoretical, pedagogical, and research perspectives from around the world, thereby providing a resource for all stakeholders with an interest in the roles individual and contextual factors play in the English learning process.
Bibliography, etc. Note References -- Reducing Learners' Cognitive Load and Emotional Challenges Created by Lexis: The Andragogical Approach to Enhance Adult Learners' Mental Lexicon -- 1 Introduction -- 2 The Mental Lexicon -- 3 Meaning of Being an Adult -- 4 Cognitive Load: Definition and Implications for Adult Language Learning -- 5 Characteristics of Adults as Learners -- 6 Andragogy -- 6.1 Andragogical Approach in Foreign Language Learning -- 6.2 Andragogical Approach to the Mental Lexicon -- 7 Conclusion -- References -- Language Test Feedback and Learner Personality: Implications for Asian Classrooms.
Access Note Access limited to authorized users.
Source of Description Description based on print version record.
Added Author Mahrooqi, Rahma, editor.
Denman, Christopher, editor.
Series English language education (Springer (Firm)) ; v. 24.
Available in Other Form Individual and contextual factors in the English language classroom.
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Introduction; R. Al-Mahrooqi, C. J. Denman
Part I: Theoretical and Pedagogical Approaches
Cognition and Emotions in the Light of ELL/ELT Competencies; G. R. Hovhannisyan
Reducing Learners Cognitive Load and Emotional Challenges Created by Lexis: The Andragogical Approach to Enhance Adult Learners Mental Lexicon; T. Deveci, M. Saleem
Language Test Feedback and Learner Personality; K. Burnell
The Architecture of Language Personality; G. R. Hovhannisyan
From Scribbles to Launch: Creative Writing in an Omani Classroom; Y. Ladha
An Evaluation of the Conceptual Validty of Vowel Blindness as an Explanation for Differences in Arabic Readers L2 Word-recognition; A Allmark
Part II: Research Perspectives: Teachers and Learners
Learners Willingness to Communicate, Motivation, and Classroom Activity Preferences: Realities from the Iranian EFL Context; A. Ali Rezaee, M. Ghanbarpoor
Affecting Students` Motivation to Foster Foreign Language Acquisition: Juggling Pedagogical Tools and Psychological Diagnostics in the University Classroom; K. Chiknaverova, O. Obdalova
Escaping the Confines of Essentialism: Re-conceptualizing New Spaces of Identification among Native and Nonnative ESL Teachers; F. B. Rashed
The Effect of English Study at School on Later Foreign Language Learning: How Chinese People Experience Learning and Using Japanese While Living and Studying Overseas; L. Zhang, D. Coulson
Introducing Swalesian Genre-pedagogy to Arab EFL learners: A Case Study; P. Mathew, G. R. Kiran, R. L. Sankara Narayanan
Quantifying Quality: Examining a Middle Eastern Tutorial Centre; R. McDonald, S. Finlay
Metacognition and Language Learning on an International Foundation Programme; S. Herron
Part III: Research Perspectives: The Role of Technology
Construction and Launch of a Virtual Reality Laboratory for EFL Learners: A Crossroad between Cognitive and Emotional Learning; R. Hoffman, F. Ibrahim, J. Shakeel-Ahmed
Language Learner Identity and Games and Gamification in the Language Learning Classroom: Observations from the Japanese Context; B. Thanyawatpokin, C. Vollmer
Grasping Omani Students Transitional Challenges: Focus on Computer Self-Efficacy and English Proficiency; V. Tuzlukova, H. Ginosyan
Nonverbal Indicators of Comprehension among L2 Users of English Interacting with Smart Verbal Software Agents; A. Y. Ofemile.

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