Process of Affective Turn and Emotioncy Evolution in EFL Students’ Identity Development: An Examination of Emotioncy and Emotioncy Tension Rollercoaster

مطالعات زبان و ترجمه

Article 7, Volume 56, Issue 2, July 2023, Pages 215-251   

Document Type: Research Article

DOI: 10.22067/lts.2023.81729.1182

Authors

Asieh Amini¹; Hiwa Weisi^{* 2}

¹Department of English, Razi University, Kemanshah, Iran

²Department of English, Razi University, Kermashan, Iran

Abstract

The realm of foreign language acquisition emphasizes the affective dimension of learning rather than only cognitive. This affective turn has focused on how EFL students’ emotions affect learning a new language and culture, as well as identity development. This survey article examines the kinds of emotions students experience, the causes of emotions and their potential effects on learning, based on the emotioncy model. Ten students majoring in English participated in cognitive interviews and they were asked to elaborate on the tensions they might have encountered or are currently encountering. Based on the interview results, emotioncy management is one of the instructors’ abilities that plays a significant role in the process of foreign identity development. Further, in order to facilitate successful learning, emotioncy should be materialized to the practical level to be an apropos signifier in meeting students’ emotional needs. 

Keywords

Affective Turn; Emotioncy; Emotioncy Tension; Emotions; Identity Development

References

بیگدلی، ا. (1398). مدیریت روابط درون فردی و میان فردی مبتنی بر مدل نظم جویی هیجان ها در معرفی الگوی مفهومی آموزش. ر. پیش قدم (ویراستار)، معرفی الگوی مفهومی آموزش (صص. 177 -209). انتشارات دانشگاه فردوسی مشهد.

پیش قدم ، ر.، طباطبائیان، م.، س.، و ناوری، ص. (1392). تحلیل انتقادی و کاربردی نظریه های فراگیری زبان اول: از پیدایش تا تکوین. انتشارات دانشگاه فردوسی مشهد.

پیش قدم، ر.، ابراهیمی،ش.، و العبدوانی، ت. (1402). طراحی و هنجاریابی پرسشنامه انرژی معلّم: گامی به سوی فرادلی. مطالعات زبان و ترجمه،  56(1)، 1-38.

https://doi.org/10.22067/lts.2022.78969.1160

پیش قدم، ر.، ابراهیمی،ش.، و بیگدلی، ا. (1399). معرفی الگوی نیمرخ هیجامدی و بررسی رابطۀ آن با نگرش فردی و اجتماعی. دو فصلنامه علمی شناخت اجتماعی، 10(2)، 79-102.https://doi.org/10.30473/sc.2020.52094.2519

پیش قدم، ر.، ابراهیمی،ش.، و طباطبائیان، م. س. (1398). رویکردی نوین به روان شناسی آموزش زبان. انتشارات دانشگاه فردوسی مشهد.

پیش قدم، ر.، فیروزیان پوراصفهانی، آ.، و طباطبائی فارانی، س. (1396). واکاوی عبارت ناز کردن و ترکیب های حاصل از آن در زبان فارسی در پرتو الگوی هیجامد. مطالعات فرهنگ و ارتباطات، 18(19)، 67-96. https://doi.org/10.22083/jccs.2017.96182.2240

پیش قدم، ر.، و ابراهیمی، ش. (در حال چاپ). بررسی زباهنگ دل نگرانی برای دیگری در ایرانیان: از هیچ دلی تا فرادلی. زبان پژوهی.https://doi.org/10.22051/jlr.2023.40927.2203

پیش‌قدم، ر.، ابراهیمی، ش. (1396، دی). معرفی الگوی هیجامد و شیوه های افزایش آن در آموزش زبان فارسی به غیرفارسی زبانان [ارائه مقاله]. دومین همایش ملی آموزش زبان و ادبیات فارسی، مشهد.

جهانی، ز. و ابراهیمی، ش .، و بامشکی، س.(1400). آسیب شناسی و تحلیل محتوای کتاب‌های تاریخ زبان فارسی در پرتو الگوی هیجامد. مطالعات زبان و ترجمه، 54(2)،89-122.

 https://doi.org/10.22067/lts.v54i2.89153

خداپناهی، م. ک. (1397). انگیزش و هیجان. سمت.

Amini, A., & Weisi, H. (2023a). The intersectionality of teacher immediacy, emotioncy and willingness to communicate in higher education context. Journal of Applied Research in Higher Education, 15(1), 34-50. https:// doi.org/ 10.1108/JARHE-05-2021-0175

Amini, A., & Weisi, H. )2023b). Measuring student identity emotioncy tension (SIET) and its applications in the EFL contexts: Validating and investigating the psychometric quality of SIETS. Language Related Research. https:// doi.org/ 20.1001.1.23223081.1401.0.0.262.4

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469. 485. https:// doi.org/ 10.1037//0003-066X.55.5.469

Barbalet, J. (2019). ‘Honey, I shrunk the emotions’: late modernity and the end of emotions. Emotions and Society, 1(2), 133-146. https:// doi.org/ 10.1332/ 263168919X 15662881966944

Baumeister, R. F. (1997). Identity, self-concept, and self-esteem: The self-lost and found. Academic Press. https://doi.org/10.1016/B978-012134645-4/50027-5

Billot, J. (2010). The imagined and the real: Identifying the tensions for academic identity. Higher Education Research and Development, 29(6), 709-721. https://doi.org/10.1080/07294360.2010.487201

Brown, A. D. (2015). Identities and identity work in organizations. International Journal of Management Reviews, 17(1), 20-40. https:// doi.org/ 10.1111/ ijmr.12035

Cavanagh, S. R. (2016). The spark of learning: Energizing the college classroom with the science of emotion. West Virginia University Press.

Chen, X., He, J., & Fan, X. (2022). Relationships between openness to experience, cognitive flexibility, self-esteem, and creativity among bilingual college students in the US. International Journal of Bilingual Education and Bilingualism, 25(1), 342-354. https://doi.org/10.1080/13670050.2019.1688247

Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36–56. https:// doi.org/ 10.1017/ s0267190514000191

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.

Edwards, J. (2009). Language and identity: An introduction. Cambridge University Press.

Eisenberg, N., Eggum-Wilkens, N. D., & Spinrad, T. L. (2015). The development of prosocial behavior. In D. A. Schroeder & W. G. Graziano (Eds.), The Oxford handbook of prosocial behavior (pp. 114–136). Oxford University Press.

Erickson, R. P. (1968). Stimulus coding in topographic and nontopographic afferent modalities: on the significance of the activity of individual sensory neurons. Psychological Review, 75(6), 447-465. https://doi.org/10.1037/h0026752

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11

Fathi, J., Derakhshan, A., and Saharkhiz Arabani, A. (2020). Investigating a structural model of self-efficacy, collective efficacy, and psychological well-being among Iranian EFL teachers. Iranian Journal of Applied Language Studies. 12 (1), 61–80. https://doi.org/10.22111/IJALS.2020.5725      

Greenspan, S., & Weider, S. (1998). The child with special needs. Encouraging intellectual and emotional growth. Perseus Publishing.

Gross, J.J. (2015). The extended process model of emotion regulation: Elaborations, applications, and future directions. Psychology and   Inquiry, 26(1), 130-137. https://doi.org/10.1080/1047840X.2015.989751    

Halford, S., & Leonard, P. (2006). Place, space and time: Contextualizing workplace subjectivities. Organization Studies, 27(5), 657-676.  https:// doi.org/ 10.1177/ 0170840605059453

Harlen, W., & Qualter, A. (2014). The teaching of science in primary schools. Routledge.

Hébert, T. P. (2021). Creating environments for social and emotional development. In K. J. Susan, D. Dailey, & A. Cotabish (Eds.), NAGC pre-k–grade 12 gifted education programming standards (pp. 27-44). Routledge.

Holstein, J., & Gubrium, J. (1995). The active interview. Sage. 

Karki, K. K., Moasun, F. Y., Freymond, N., Giwa, S., & Zoltek, A. M. (2022). MSW students’ perception of the professional identity of the social work practitioner and the social work researcher: Considerations for educators. Journal of Social Work Education, 30 (4), 1-14. https://doi.org/10.1080/10437797.2021.1997683

Khodapanahi, M. K. (2018). Motivation and emotion. SAMT.

Kroger, J., & Green, K. E. (1996). Events associated with identity status change. Journal of Adolescence, 19(5), 477-490. https://doi.org/10.1006/jado.1996.0045

Lincoln, T. M., Schulze, L., & Renneberg, B. (2022). The role of emotion regulation in the characterization, development and treatment of psychopathology. Nature Reviews Psychology, 1(5), 272-286. https://doi.org/10.1038/s44159-022-00040-4

Makiabadi, H., Pishghadam, R., Meidani, E. N., & Khajavy, G. H. (2019). Examining the role of emotioncy in willingness to communicate: A structural equation modeling approach. Revista de Psicodidáctica (English ed.), 24(2), 120-130. https://doi.org/10.1016/j.psicoe.2019.03.003

Markstrom, C. A., & Iborra, A. (2003). Adolescent identity formation and rites of passage: The Navajo Kinaalda ceremony for girls. Journal of Research on Adolescence, 13, 399-425. https://doi.org/10.1046/j.1532-7795.2003.01304001.x

Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429. https://doi.org/10.2307/3587831

Oliver, C. (2013). Social workers as boundary spanners: Reframing our professional identity for interprofessional practice. Social Work Education, 32(6), 773-784. https://doi.org/10.1080/02615479.2013.765401

Oshima, R. & S. Harvey. (2017). The concept of learning Japanese: Explaining why successful students of Japanese discontinue Japanese studies at the transition to tertiary education. The Language Learning Journal, 45 (2), 153-170. https://doi.org/10.1080/09571736.2013.833646

Ozer, S., & Schwartz, S. J. (2022). Identity development in the era of globalization: Globalization-based acculturation and personal identity development among Danish emerging adults. European Journal of Developmental Psychology, 19(1), 22-42. https://doi.org/10.1080/17405629.2020.1858405    

Pang, Y., Song, C., & Ma, C. (2022). Effect of different types of empathy on prosocial behavior: Gratitude as mediator. Frontiers in Psychology, 17(13),768827. http://doi:10.3389/fpsyg.2022.768827   

Pishghadam, R. (2015, October). Emotioncy in language education: From exvolvement to involvement [Paper presentation]. The 2nd Conference on Interdisciplinary Approaches on Language Teaching, Literature, and Translation Studies, Mashhad, Iran.

Pishghadam, R. (2016, May). Emotioncy, extraversion, and anxiety in willingness to communicate in English [Paper presentation]. The 5th International Conference on Language, Education, and Innovation, London, England.

Pishghadam, R. (2017, July). Emotioncy: A concept to explain the origin of personality traits [Paper presentation].  The International Society for the Study of Individual Differences.

Pishghadam, R. (2022). 104 conceptual concepts. Lulu Press

Pishghadam, R., & Ebrahimi, Sh. (in press). Barasi zabânâhang delnegarâni baray-e digari dar iranian: âz hichdeli ta faradeli [Examining the Cultuling of sympathy for others in Iranians: From apathy to metapathy]. Journal of Language Research. https://doi.org/10.22051/jlr.2023.40927.2203

Pishghadam, R., & Shakeebaee, G. (2020). Economic, social, cultural, emotional, and sensory capitals in academic achievement. Language Related Research, 11(5), 1-30. https://doi.org/10.29252/LRR.11.5.1

Pishghadam, R., & Shayesteh, S. (2017). The consolidation of life issues and language teaching on the life-language model of emotioncy. Humanizing Language Teaching, 19(2), 1-14.

Pishghadam, R., Adamson, B., & Shayesteh, S. (2013). Emotion-based language instruction (EBLI) as a new perspective in bilingual education. Multilingual Education, 3(3), 1–16. https://doi.org/10.1186/2191-5059-3-9

Pishghadam, R., Al Abdwani, T., Kolahi Ahari, M., Hasanzadeh, S., & Shayesteh, S. (2022). Introducing metapathy as a movement beyond empathy: A case of socioeconomic status. International Journal of Society, Culture, and Language, 10(2), 35-49. https://doi.org/10.22034/ijscl.2022.252360

Pishghadam, R., Baghaei, P., & Seyednozadi, Z. (2017). Introducing emotioncy as a potential source of test bias: A mixed Rasch modeling study. International Journal of Testing, 17(2), 127-140. https:// doi.org/ 10.1080/ 15305058. 2016.1183208

Pishghadam, R., Ebrahimi, S., & Al Abdwani, T. (2023). Tarâhi va hanjâryabi-e porseshnâm-e energi moale: Gâmi be suy-e farâdeli [Development and validation of the teacher energy scale: A movement toward metapathy]. Language and Translation Studies, 56(1), 1-38. https://doi.org/10.22067/lts.2022.78969.1160

Pishghadam, R., Ebrahimi, S., & Bigdeli, I. (2020). Moarefi-e olgu:y-e nimorokh-e hayajamadi va barrasi rabet-e ân ba nagersh fardi va ejtemaei [Introducing the emotioncy profile and examining its relationship with individual and social]. Social Cognition, 9(2). 100-119. https:// doi.org/10.30473/sc.2020.52094.2519

Pishghadam, R., Makiabadi, H., Shayesteh, S., & Zeynali, S. (2019). Unveiling the passive aspect of motivation: Insights from English language teachers’ habitus. International Journal of Society, Culture & Language, 7(2), 15-26.

Pishghadam, R., Rahmani, S., & Shayesteh, S. (2017). Compartmentalizing culture teaching strategies under an emotioncy-based model. Kasetsart Journal of Social Sciences, 38(3), 359-367. https://doi.org/10.1016/j.kjss.2016.08.017

Pishghadam, R., Zabetipour, M., & Aminzadeh, A. (2016). Examining emotions in English language learning classes: A case of EFL emotions. Issues in Educational Research, 26 (3), 508-527. https://doi.org/10.4236/jss.2021.95017

Radhakrishnan, R. (2001). Conjunctural identities, academic adjacencies. Orientations: Mapping Studies in the Asian Diaspora, 4(4), 249-63. https:// doi.org/ 10.1515/ 9780822381259-014

Richards, J. C. (2022). Exploring emotions in language teaching. RELC Journal, 53(1), 225-239. https://doi.org/10.1177/0033688220927531

Rodrigo-Ruiz, D. (2016). Effect of teachers’ emotions on their students: Some evidence. Journal of Education & Social Policy, 3(4), 73-79.

Sahin, A. (2013). New directions in Islamic education: Pedagogy and identity formation. Publishing Ltd.

Sharma, S. (2013). Self, identity and culture. In S. Menon, A. Sinha, & B. V. Sreekantan (Eds.), Interdisciplinary perspectives on consciousness and the self (pp. 117-124). Springer.

Shayesteh, S., Pishghadam, R. & Khodaverdi, A. (2020). FN400 and LPC responses to different degrees of sensory involvement: A study of sentence comprehension. Advances in Cognitive Psychology, 16(1), 45-58. https://doi.org/10.5709/acp-0283-6

Slay, H. S., & Smith, D. A. (2011). Professional identity construction: Using narrative to understand the negotiation of professional and stigmatized cultural identities. Human Relations, 64(1), 85-107. https:// doi.org/ 10.1177/ 00187267 10384290

Sturdy, A. (2003). Knowing the unknowable? A discussion of methodological and theoretical issues in emotion research and organizational studies. Organization, 10(1), 81-105. https:// doi.org/ 10.1177/ 135050840 3101004

Tajfel, H. (1978). Human groups and social categories. Cambridge University Press.

Titsworth, S., Mckenna, T. P., Mazer. J. P., & Quinlan, M. M. (2013). The bright side of emotion in the classroom: Do teachers’ behaviors predict students’ enjoyment, hope, and pride? Communication Education, 62(2), 191-209. https://doi.org/10.1080/03634523.2013.763997    

 Trepte, S., & Loy, L. S. (2017). Social identity theory and self‐categorization theory. The International Encyclopedia of Media Effects, 10 (2), 1-13. https://doi.org/10.1002/9781118783764.wbieme0088

Trigwell, K., Ellis, R. A., & Han, F. (2012). Relations between students’ approaches to learning, experienced emotions and outcomes of learning. Studies in Higher Education, 37(7), 811-824. https://doi.org/10.1080/03075079.2010.549220

Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24 (3), 199–210. https://doi.org/10.1080/09588221.2010.538701 

Vignoles, V. L., Schwartz, S. J., & Luyckx, K. (2011). Introduction: Toward an integrative view of identity. In S. J. Schwartz, K. Luyckx, & V. L. Vignoles (Eds.). Handbook of identity theory and research (pp. 1-27). Springer.

Walker, B. W. (2022). A dynamic reframing of the social/personal identity dichotomy. Organizational Psychology Review, 12(1), 73-104. https:// doi.org/ 10.1177/ 20413866211020495

Wang, Z., McConachy, T., & Ushioda, E. (2021). Negotiating identity tensions in multilingual learning in China: A situated perspective on language learning motivation and multilingual identity. The Language Learning Journal, 49(4), 420-432. https://doi.org/10.1080/09571736.2021.1915366

Wen, W. P., & Clément, R. (2003). A Chinese conceptualisation of willingness to communicate in ESL. Language Culture and Curriculum, 16(1), 18-38. https://doi.org/10.1080/07908310308666654

Winter, R. P., & O’Donohue, W. (2012). Academic identity tensions in the public university: Which values really matter? Journal of Higher Education Policy and Management, 34(6), 565-573. https://doi.org/10.1080/1360080X.2012.716005

Zhang, X. (2021). The impact of EFL students’ emotioncy level on their motivation and academic achievement: A theoretical conceptual analysis. Frontiers in Psychology, 12(7), 798564. https://doi.org/10.3389/fpsyg.2021.798564