Tammy Gregersen
Biographic Data
| ID | 5435303 |
|---|---|
| NAME | Tammy Gregersen |
| GIVEN NAMES | Tammy |
| FAMILY NAME | Gregersen |
| SIGNATURE | GREGERSEN T |
| AFFILIATIONS | American University of Sharjah |
| ORCID | 0000-0003-0744-9655 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 132 |
| WORKS AS AUTHOR | 21 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Language teacher stress and growth during trauma throughout the Covid-19 pandemic
The teaching profession has undergone a dramatic shift in pedagogical practices due to COVID-19. Already facing numerous challenges prepandemic, language teaching in particular has become significantly more difficult, and the effect on language teacher stress and well-being is still being explored. Key to this study is the exploration of growth during trauma, an adaptation of post-traumatic growth. Following previous studies from MacIntyre et al.…
The role of institutions in language teacher educator well‐being
Although research on language teacher well‐being is expanding, that of language teacher educators (LTEs) remains scarce. Additionally, while investigation into the first two pillars of positive psychology (subjective emotion and individual traits) is thriving, little has been done to address the third pillar, institutions. To address this gap, this study examines the role of institutions in shaping LTE well‐being by adopting an ecological perspec…
It's Not You, It's the System
Although progress has been made with respect to the role and position of women in academia, overt and covert discrimination as well as structural and systemic bias persist. In this article, we report on research conducted with 14 women professors from 10 different countries to explore to what extent these issues affect women professors in TESOL. Based on the analysis of qualitative data drawn from semi‐structured interviews, the findings show tha…
Positive Psychology in Bilingual and Multilingual Development
Positive psychology (PP) is a relatively recent approach that differs from traditional mainstream psychology in that it attempts to balance human dysfunction with what makes people thrive. Based on the three pillars of positive experiences, character traits, and institutions, some of PP's main tenets include notions such as well‐being, character strengths, positive emotion, flow, and growth mindsets that encourage resilience, grit, and perseveran…
Oxford, Rebecca
Rebecca Oxford (1946– ) is one of the most distinguished scholars in the fields of applied linguistics and language education. Her areas of expertise include learners' individual differences (in particular language learning strategies), language teacher education, and positive psychology and peacebuilding in language education. Her pioneering contributions have influenced scholars and educators across the globe who have been inspired to integrate…
Possibilities of transformative change for greater equity in language education
Using a critical linguistics (Pennycook, Citation2001) lens, this introduction provides an overview of the contributions found within this special edition and highlights the reasons why an issue dedicated to language and race, ethnicity and immigration is necessary at this time in our history. This special issue examines unique and promising approaches to improving equity, inclusion and diversity in language education in multilingual contexts. Th…
Transformative positive psychology in the acquisition of additional languages
Positive psychology (PP) is an approach to understanding language learning and teaching which focuses on the rights of everyone, whether teacher, learner, administrator, or caretaker, to flourish in the language learning ecology (Mercer 2021 [An Agenda for Well-Being in ELT: An Ecological Perspective. ELT Journal, 75(1), 14–21]). While it has stressed the importance of humanity and the individuals involved, it has not yet been employed from a cri…
Feedback matters
Elaine Horwitz et al. (1986), in their seminal article that helped jumpstart our current interest in language anxiety, characterized this affective malady as composed of three elements: fear of negative evaluation, communication apprehension, and test anxiety. Notably, all three of these components are linked in different ways to learners’ perceptions about others’ assessment of their linguistic competence. Over the years since Horwitz et al.'s i…
Elaine K. Horwitz (1950–2022) In Memoriam
The idiodynamic method
The idiodynamic method is a relatively new mixed-method approach to studying in real time the complex dynamics of integrated affective and cognitive states that interact continuously with human communication. The method requires video recording a sample of communication from a research participant and then using specialized software to play the video back while collecting contemporaneous self-reported ratings (approximately one per second) on one…
The role of hope in language teachers' changing stress, coping, and well-being
Peacebuilding in Language Education
This book shares wisdom and strategies to help language teachers, teacher educators, and peace educators communicate peace, contribute to peace and weave peacebuilding into classrooms and daily life. The book’s Language of Peace Approach and more than 50 creative activities nurture peacebuilding skills in students, educators and the community.
Language teacher perspectives on stress and coping
Every person's response to adversity is unique. Whereas some come out stronger as a result of responding to a challenge, others find their fundamental assumptions about themselves and their lives severely challenged. In education, while some teachers might burn out and leave the profession precipitously, many survive the challenges and transform teaching into their lifelong passion. What factors help explain why some language teachers remain resi…
Language teachers’ coping strategies during the Covid-19 conversion to online teaching
Setting an Agenda for Positive Psychology in SLA
In this article we introduce Positive Psychology (PP), a relatively new subfield of psychology, and outline its development since the year 2000. We describe ways in which PP represents an exciting addition to the Second Language Acquisition (SLA) literature and the ways it is already influencing trends in education generally, thus creating promising expectations of its impact on language teaching and learning. After reviewing the progress made th…
Stressors, personality and wellbeing among language teachers
Positive Psychology in SLA
This book explores theories in positive psychology and their implications for language teaching, learning and communication. Chapters examine the characteristics of individuals, contexts and relationships that facilitate learning and present several new teaching ideas to develop and support them.
The Motion of Emotion
Language learning is an emotionally and psychologically dynamic process that is influenced by a myriad of ever‐changing variables and emotional “vibes” that produce moment‐by‐moment fluctuations in learners' adaptation. This individual‐level study triangulates physiological, idiodynamic, interview, and self‐report survey data of three high and three low anxiety language learners to examine their language anxiety, its triggers, and the interpretat…
Emotions that facilitate language learning
The imagination is powerful, in part, because of the emotions that can be activated by imagining future states. Imagined future states are a key feature of the L2 self-system proposed by Dƅrnyei, and emotion may be the key to the motivational quality of the imagined future self. In particular, this paper focuses on positive anticipated and anticipatory emotions related to language learning. It is argued that, in general, positive emotion has a di…
Nonverbal Cues
This observation study examined the nonverbal behavior of anxious and nonanxious foreign language learners during a videotaped oral foreign language exam. Focusing primarily on the kinesic signals found in facial expressions, gazing behavior, body movement and gesture, and posture, it was discovered that anxious learners manifested limited facial activity including brow behavior and smiling; maintained less eye contact with the teacher; were more…
To Err Is Human
This interview study examined the reactions of anxious and nonanxious foreign language learners to their own errors. Native Spanish‐speaking students were videotaped twice: first as they took part in an English‐language conversation with the researcher and then as they watched themselves in the taped interview. An analysis of the participants' English interactions and responses to their own oral performances indicated that anxious and nonanxious …
Language Learning and Perfectionism
This interview study sought to clarify the relationship between foreign language anxiety and perfectionism. The comments of anxious and non‐anxious language learners were audiorecorded as they watched themselves interact in a videotaped oral interview. By examining the reactions of the language learners to their actual oral performance and analyzing the audiotapes for instances of perfectionism, evidence was gathered suggesting that anxious and n…
Language teachers’ coping strategies during the Covid-19 conversion to online teaching
Stressors, personality and wellbeing among language teachers
To Err Is Human
This interview study examined the reactions of anxious and nonanxious foreign language learners to their own errors. Native Spanish‐speaking students were videotaped twice: first as they took part in an English‐language conversation with the researcher and then as they watched themselves in the taped interview. An analysis of the participants' English interactions and responses to their own oral performances indicated that anxious and nonanxious …
Language teacher perspectives on stress and coping
Every person's response to adversity is unique. Whereas some come out stronger as a result of responding to a challenge, others find their fundamental assumptions about themselves and their lives severely challenged. In education, while some teachers might burn out and leave the profession precipitously, many survive the challenges and transform teaching into their lifelong passion. What factors help explain why some language teachers remain resi…
Nonverbal Cues
This observation study examined the nonverbal behavior of anxious and nonanxious foreign language learners during a videotaped oral foreign language exam. Focusing primarily on the kinesic signals found in facial expressions, gazing behavior, body movement and gesture, and posture, it was discovered that anxious learners manifested limited facial activity including brow behavior and smiling; maintained less eye contact with the teacher; were more…
The role of hope in language teachers' changing stress, coping, and well-being
Transformative positive psychology in the acquisition of additional languages
Positive psychology (PP) is an approach to understanding language learning and teaching which focuses on the rights of everyone, whether teacher, learner, administrator, or caretaker, to flourish in the language learning ecology (Mercer 2021 [An Agenda for Well-Being in ELT: An Ecological Perspective. ELT Journal, 75(1), 14–21]). While it has stressed the importance of humanity and the individuals involved, it has not yet been employed from a cri…
Language Learning and Perfectionism
This interview study sought to clarify the relationship between foreign language anxiety and perfectionism. The comments of anxious and non‐anxious language learners were audiorecorded as they watched themselves interact in a videotaped oral interview. By examining the reactions of the language learners to their actual oral performance and analyzing the audiotapes for instances of perfectionism, evidence was gathered suggesting that anxious and n…
To Err Is Human
This interview study examined the reactions of anxious and nonanxious foreign language learners to their own errors. Native Spanish‐speaking students were videotaped twice: first as they took part in an English‐language conversation with the researcher and then as they watched themselves in the taped interview. An analysis of the participants' English interactions and responses to their own oral performances indicated that anxious and nonanxious …
Nonverbal Cues
This observation study examined the nonverbal behavior of anxious and nonanxious foreign language learners during a videotaped oral foreign language exam. Focusing primarily on the kinesic signals found in facial expressions, gazing behavior, body movement and gesture, and posture, it was discovered that anxious learners manifested limited facial activity including brow behavior and smiling; maintained less eye contact with the teacher; were more…
Emotions that facilitate language learning
The imagination is powerful, in part, because of the emotions that can be activated by imagining future states. Imagined future states are a key feature of the L2 self-system proposed by Dƅrnyei, and emotion may be the key to the motivational quality of the imagined future self. In particular, this paper focuses on positive anticipated and anticipatory emotions related to language learning. It is argued that, in general, positive emotion has a di…
The Motion of Emotion
Language learning is an emotionally and psychologically dynamic process that is influenced by a myriad of ever‐changing variables and emotional “vibes” that produce moment‐by‐moment fluctuations in learners' adaptation. This individual‐level study triangulates physiological, idiodynamic, interview, and self‐report survey data of three high and three low anxiety language learners to examine their language anxiety, its triggers, and the interpretat…
Positive Psychology in SLA
This book explores theories in positive psychology and their implications for language teaching, learning and communication. Chapters examine the characteristics of individuals, contexts and relationships that facilitate learning and present several new teaching ideas to develop and support them.
Setting an Agenda for Positive Psychology in SLA
In this article we introduce Positive Psychology (PP), a relatively new subfield of psychology, and outline its development since the year 2000. We describe ways in which PP represents an exciting addition to the Second Language Acquisition (SLA) literature and the ways it is already influencing trends in education generally, thus creating promising expectations of its impact on language teaching and learning. After reviewing the progress made th…
Stressors, personality and wellbeing among language teachers
Language teachers’ coping strategies during the Covid-19 conversion to online teaching
Peacebuilding in Language Education
This book shares wisdom and strategies to help language teachers, teacher educators, and peace educators communicate peace, contribute to peace and weave peacebuilding into classrooms and daily life. The book’s Language of Peace Approach and more than 50 creative activities nurture peacebuilding skills in students, educators and the community.
Language teacher perspectives on stress and coping
Every person's response to adversity is unique. Whereas some come out stronger as a result of responding to a challenge, others find their fundamental assumptions about themselves and their lives severely challenged. In education, while some teachers might burn out and leave the profession precipitously, many survive the challenges and transform teaching into their lifelong passion. What factors help explain why some language teachers remain resi…
Elaine K. Horwitz (1950–2022) In Memoriam
The idiodynamic method
The idiodynamic method is a relatively new mixed-method approach to studying in real time the complex dynamics of integrated affective and cognitive states that interact continuously with human communication. The method requires video recording a sample of communication from a research participant and then using specialized software to play the video back while collecting contemporaneous self-reported ratings (approximately one per second) on one…
The role of hope in language teachers' changing stress, coping, and well-being
Feedback matters
Elaine Horwitz et al. (1986), in their seminal article that helped jumpstart our current interest in language anxiety, characterized this affective malady as composed of three elements: fear of negative evaluation, communication apprehension, and test anxiety. Notably, all three of these components are linked in different ways to learners’ perceptions about others’ assessment of their linguistic competence. Over the years since Horwitz et al.'s i…
Positive Psychology in Bilingual and Multilingual Development
Positive psychology (PP) is a relatively recent approach that differs from traditional mainstream psychology in that it attempts to balance human dysfunction with what makes people thrive. Based on the three pillars of positive experiences, character traits, and institutions, some of PP's main tenets include notions such as well‐being, character strengths, positive emotion, flow, and growth mindsets that encourage resilience, grit, and perseveran…
Oxford, Rebecca
Rebecca Oxford (1946– ) is one of the most distinguished scholars in the fields of applied linguistics and language education. Her areas of expertise include learners' individual differences (in particular language learning strategies), language teacher education, and positive psychology and peacebuilding in language education. Her pioneering contributions have influenced scholars and educators across the globe who have been inspired to integrate…
Possibilities of transformative change for greater equity in language education
Using a critical linguistics (Pennycook, Citation2001) lens, this introduction provides an overview of the contributions found within this special edition and highlights the reasons why an issue dedicated to language and race, ethnicity and immigration is necessary at this time in our history. This special issue examines unique and promising approaches to improving equity, inclusion and diversity in language education in multilingual contexts. Th…
Transformative positive psychology in the acquisition of additional languages
Positive psychology (PP) is an approach to understanding language learning and teaching which focuses on the rights of everyone, whether teacher, learner, administrator, or caretaker, to flourish in the language learning ecology (Mercer 2021 [An Agenda for Well-Being in ELT: An Ecological Perspective. ELT Journal, 75(1), 14–21]). While it has stressed the importance of humanity and the individuals involved, it has not yet been employed from a cri…
Language teacher stress and growth during trauma throughout the Covid-19 pandemic
The teaching profession has undergone a dramatic shift in pedagogical practices due to COVID-19. Already facing numerous challenges prepandemic, language teaching in particular has become significantly more difficult, and the effect on language teacher stress and well-being is still being explored. Key to this study is the exploration of growth during trauma, an adaptation of post-traumatic growth. Following previous studies from MacIntyre et al.…
The role of institutions in language teacher educator well‐being
Although research on language teacher well‐being is expanding, that of language teacher educators (LTEs) remains scarce. Additionally, while investigation into the first two pillars of positive psychology (subjective emotion and individual traits) is thriving, little has been done to address the third pillar, institutions. To address this gap, this study examines the role of institutions in shaping LTE well‐being by adopting an ecological perspec…
It's Not You, It's the System
Although progress has been made with respect to the role and position of women in academia, overt and covert discrimination as well as structural and systemic bias persist. In this article, we report on research conducted with 14 women professors from 10 different countries to explore to what extent these issues affect women professors in TESOL. Based on the analysis of qualitative data drawn from semi‐structured interviews, the findings show tha…
Psychology (16 works) · Linguistics (9 works) · Social Psychology (9 works) · EFL/ESL Teaching and Learning (8 works) · Anxiety (6 works) · Cognitive psychology (6 works) · Computer Science (5 works) · Foreign language (5 works) · Pedagogy (5 works) · Philosophy (5 works)