Tahereh Taherian

Yazd University · Department of Foreign Languages

This chapter addresses the fundamental principles and practical applications of confirmatory factor analysis (CFA), a statistical method widely used in structural equation modeling (SEM). The analysis starts with investigating the rationale underlying factor analysis and different types of factor analysis, with a focus on the specificity and useful...

With the establishment of complex dynamic systems theory (CDST) in the field of second language question (SLA), some innovative research methods for the exploration and examination of second language (L2) development across time have been developed. However, most of these methods have been mainly limited to the idiographic domain in which the dynam...

In the field of L2 anxiety studies, which are predominantly group-based, the role of individual-level inner workings of L2 anxiety has been neglected. Emerging evidence in L2 learning underscores that while aggregating data from a large number of learners reveals general trends, this approach often overlooks the distinct characteristics inherent in...

This study investigated the co-development of the ideal L2 writing self, writing enjoyment, and writing anxiety over time, as well as their predictive role in L2 writing achievement, using latent growth curve modeling (LGCM). A total of 145 EFL students in an IELTS writing course completed scales for these constructs across four one-month intervals...

The current research aimed to examine the relationships among three key aspects of the language learning process, namely foreign language boredom (FLB), English language engagement (ELE), and academic buoyancy (AB), utilizing data collected from 2,992 Chinese language learners. In order to strengthen the precision and quality of the outcomes, we in...

The current research aimed to revisit the association of foreign language enjoyment (FLE) and foreign language boredom (FLB) by the incorporation of global and specific levels of the two constructs, relying on the moderating impact of L2 savoring beliefs (L2SB). To improve the precision and accuracy of these evaluations, we adopted innovative analy...

Research has revealed a prevalence of boredom among L2 teachers, despite efforts to mitigate this negative emotion. The interplay between teacher boredom and creativity, especially their concurrent development, has not been extensively studied longitudinally. Utilizing control-value theory as its foundation, this study investigates the daily progre...

This study investigates the influence of foreign language boredom (FLB) on various dimensions of learner engagement mitigated by the application of boredom-coping strategies (BCSs). It also examines the role of foreign language playfulness (FLP) as a moderator in the relationship between BCSs and learner engagement to determine whether FLP amplifie...

The attention of researchers in the field of second language acquisition (SLA) has recently been drawn to boredom, recognized as one of the most prevalent and distressing emotions experienced by second and/or foreign language (L2) students. However, studies delving into boredom experienced by L2 teachers rather than learners are few and far between...

The rise of positive psychology (PP) in applied linguistics has led to a focus on the role of positive emotional functioning in second language (L2) learning and teaching. This field has identified key constructs from PP to understand how to replace negative emotions with positive ones in L2 learning. Despite these advancements, there is a need for...

The current research sought to conceptualize and measure foreign language playfulness (FLP), a recently developed construct in second language acquisition (SLA), through exploratory structural equation modeling (ESEM), a recently introduced scale measurement approach. Using a sample of 208 Iranian undergraduate language learners, we employed a seri...

With the establishment of Complex dynamic systems theory (CDST) in the field of second language question (SLA), some innovative research methods for the exploration and examination of second language development across time have been developed. However, most of these methods have been mainly limited to the idiographic domain and have addressed the...

The present research used a longitudinal framework to test a model of willingness to communicate (L2WTC), informal digital learning of English (IDLE), and foreign language boredom (FLB) in learning English as a foreign language among 325 Iranian university students attending a course in general English for four months via a latent change score medi...

The advent of positive psychology (PP) movement in the field of second language acquisition (SLA) has drawn the attention of researchers to the salient role of both negative and positive emotions in the process of second language learning and teaching. From a methodological perspective, the quantitative analysis of PP data has been mainly limited t...

The paper accepted for publication in International Review of Applied Linguistics in Language Teaching. Boredom has recently become the subject of inquiry in L2 studies, which has resulted, among others, in the development and validation of several boredom-measuring scales mostly through exploratory factor analysis (EFA) and confirmatory factor ana...

Results of Univariate latent change score models To assess within-system growth patterns across four times, competing models were evaluated independently for FLE, FLP, and FLB. The evaluation of model fit was made via the consideration of several indices. Table 1 displays fit metrics for univariate FLE models. The constant change model of FLE (whic...

In a dynamic system, time-dependent links between affective factors can provide more information than the level of response within a single isolated system. In the present study, influenced by the positive psychology movement and the complex dynamic systems theory in the domain of second language acquisition, first, we dealt with change in terms of...

This study sought to explore the association between second or foreign language (L2) students’ boredom and enjoyment (i.e., personal enjoyment, teacher appreciation, and social enjoyment) as well as the mediating role of student-perceived teacher humor styles (i.e., affiliative, self-enhancing, aggressive, and self-defeating) in this association. M...

Inspired by the recent avenues for longitudinal research in second language acquisition (SLA), in this study we aimed to trace changes in language mindsets over time via a curve of factors model. The data were collected from 437 adult English as a foreign language learners' response to the Language Mindsets Index in four time points. The model fit...

Foreign language enjoyment (FLE) has been a recently investigated variable in the field of applied linguistics. The recent studies on FLE have provided us with insights into potential affordances for this construct. However, given the ecological nature of the environment of classrooms and the substantial contribution of teachers to the emergence of...

The present research aimed to explore the dynamic growth of two emotional constructs: foreign language enjoyment (FLE) and foreign language learning boredom (FLLB) among L2 learners. To do so, we used a method that would capture the inherent dynamicity of L2 learners’ enjoyment and boredom during an EFL course. To this aim, a bivariate latent growt...

The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which has features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners’ perceptions of the potentia...

The present research aimed to explore the dynamic growth of two emotional constructs: foreign language enjoyment (FLE) and foreign language learning boredom (FLLB) among L2 learners. To do so, we used a method that would capture the inherent dynamicity of L2 learners’ enjoyment and boredom during an EFL course. To this aim, a bivariate latent growt...

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 fra...

The study aimed to examine temporal change of boredom in English classes (BPELC) and test the longitudinal validity of the boredom in practical English classes-revised (BPELC-R) scale via longitudinal confirmatory factor analysis-curve of factors model (LCFA-CFM) approach. This approach ensures measurement invariance of BPELC over time, deals with...

In this study we used a factor of curves model (FCM) to examine the codevelopment of the subdomains of boredom in practical English language classes in an online setting (BPELC) over time in four phases of an online L2 course to explore the covariance of the initial level and slope of the sub-domains, as well as to check to what extent the variatio...

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 an...

Given the longitudinal nature of L2 grit, the use of conventional research methodologies with cross-sectional data to examine the validity of L2 grit scale seems inadequate. The present research was an attempt to extend the domain-specific phase of research on L2 grit, with the pursuit of long-term goals at its core, into a dynamic one. Thus, we ad...

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 subdo...

One of the important abilities to understand emotions of others and oneself is emotional intelligence (EI). In addition, studies in the realm of psycholinguistics have indicated that EI is a highly relevant variable for managing negative emotions such as foreign language classroom anxiety (FLCA). In this study, we investigated the longitudinal asso...

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 covaria...

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 growt...

The present research employed a dynamic approach to language learning and traced the co-development of English language learners’ private and social subdomains of foreign language enjoyment (FLE). To this aim, a factor of curves model (FCM) was used, as an innovative statistical procedure, to trace the covariance of the subdomains of FLE longitudin...

The aim of the present study was to examine the dynamic relationship between willingness to communicate, foreign language anxiety, and foreign language enjoyment using experience sampling method. To this end, a total number of 38 freshman Iranian university students who were studying Teaching English as a Foreign Language (TEFL) as an academic majo...

In an attempt to measure the dynamic features of foreign language enjoyment (FLE), the present research adopted a longitudinal confirmatory factor analysis-curve of factors model (LCFA-CFM) approach to substantiate the validity of FLE longitudinally and trace changes in this construct at different points of time in an English as a foreign language...

Recently there has been a shift from negative psychology to positive psychology in the field of foreign language learning. A major focus in this shift has been the concept of academic buoyancy. Since research on this concept is in its fledgling state, and since language learners are not ergodic ensembles, its dynamics have not been addressed yet. W...

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 resp...

Quality relationships in education have been found to be associated with a range of affectively and cognitively positive outcomes, which seem to be beneficial to learners and teachers (e.g., Fredricks, Blumenfeld & Paris, 2004; Gkonou & Mercer, 2018). Gkonou and Mercer (2018, p. 161) maintained that: “We can have the best materials and resources av...

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...

With regard to the growing awareness of the function of complex dynamic systems, researchers have shifted their attention to the dynamic and changeable nature of individual difference variables. One of the individual differences no longer seen as a stable variable is foreign language anxiety (FLA), a variable in L2 development highly influenced by...

With the shift from negative psychology to positive psychology in the field of psychology of language learning and teaching as well as being aware of the fact that effective teaching pivots on teachers’ capacity for emotional connectedness (Gkonou & Mercer, 2017), recently researchers have mainly focused on the role of positive emotions, and enjoym...

With the shift from assessment of learning to assessment for learning in field of foreign language testing, the concept of assessment culture has become an important construct in the field. Assessment culture encompasses a complex system of reciprocal connections between two intertwined learning systems nested within each other: classroom learning...

The field of applied linguistics has been occupied with research on different aspects of teachers’ self-disclosure. However, the findings of the studies on teachers’ self-disclosure have not been applied in the realm of materials development. The purpose of the present study was to explore how Iranian teachers of English as a foreign language take...

The tripartite of motivation- affect- cognition indicates the need for more efforts to uncover the complex nature of the interplay of self-efficacy, anxiety as well as motivation. In this study we measured the longitudinal association between adult English a foreign language (EFL) students’ self-efficacy and anxiety and the role of ideal self as th...

The present meta-analysis examined the overall average correlation (weighted for sample size and corrected for measurement error) between foreign language classroom anxiety (FLCAS) and 18 variables investigated in this research. These variables include: Achievement, self-esteem, self-efficacy, language proficiency, students' self-rated proficiency,...

Dewaele and MacIntyre (2016) asserted that foreign language classroom anxiety and foreign language enjoyment are the learners' metaphorical left and right feet on their journey to acquiring the foreign language. The purpose of this longitudinal study was to investigate the growth as well as changing trends of university students' foreign language e...

The purpose of this study is to investigate the dynamic factors influencing willingness to communicate (WTC) in an English as a foreign language (EFL) classroom in Iran from an ecological perspective at a private institute over one semester. 6 students (2 males and 4 females) participated in the study allowing for intensive, individual-level microa...

A large number of research studies have been carried out focusing on the role of anxiety in the process of English language learners⿿ development. However, the multifaceted nature of anxiety needs to be explored from an ecological perspective which can shed more lights and provide a better understanding of the different aspects influencing English...

With the spread of English language around the world and its status as an international language, the need for more communication is felt. One pivoting aspect of this communication is the role of culture which can contribute to the success of communication at the global level and the co-construction of identities as individuals from different parts...

The PowerPoint Presentation of Elahi Shirvan, M., Karahan, P., Taherian, T. (2015, October). Intelligibility, comprehensibility, and interpretability overshadowed by linguistic insecurity: A case of Persian English. Paper presented at the 21st Conference of the International Association for World Englishes (IAWE). Istanbul, Turkey

Foreign Language Classroom Anxiety Scale (FLCAS) has been used widely in research within the field of applied linguistics; however, the unidimensionality of this scale within the context of Iran has not been tested so far. Thus, the purpose of the present study was to investigate the validity and psychometric properties of a new Persian adaptation...

A Synthetic Approach to Methods in Language Teaching can be used as a university course book for the course of methodology in the field of teaching English as second or foreign language. University students of English language teaching are supposed to decide which methods to use considering the particularities of their classroom situation in the fu...