Majid Elahi Shirvan
Dados Biográficos
| ID | 3076299 |
|---|---|
| NOME | Majid Elahi Shirvan |
| PRENOMES | Majid Elahi |
| SOBRENOME | Shirvan |
| ASSINATURA | SHIRVAN M E |
| AFILIAÇÕES | University of Bojnord |
| ORCID | 0000-0003-3363-8273 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 37 |
| TOTAL DE CITAÇÕES | 71 |
| TOTAL COMO AUTOR | 37 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Coexisting enjoyment and boredom in AI-mediated multilingual language learning
This study examined how enjoyment and boredom coexisted, changed, and acquired meaning during interactions with generative Artificial intelligence (AI) tools. Guided by Positive Psychology 2.0, Complex Dynamic Systems Theory, Self-Determination Theory, and Control-Value Theory, the study used a qualitative micro-phenomenological design involving four multilingual learners with Persian as L1, English as L2, and German as L3. Over four weeks, parti…
Sacrifice in L2 teaching
Purpose This study investigates how second/foreign language (L2) teachers in China, Iran, and Turkey understand and experience the concept of sacrifice in their professional lives. Despite frequent references to sacrifice in relation to teacher well-being and emotional labor, it remains underexplored in L2 teaching research.Methodology A qualitative design was employed, utilizing an open-ended questionnaire completed by 63 L2 teachers (China: n =…
A latent profile analysis of EFL teachers’ L2 grit
This study investigates (1) the distinct profiles of second or foreign language (L2) teacher grit based on global and specific factors, (2) the extent to which global and specific levels of L2 teacher emotions predict membership in the identified L2 teacher grit profiles, and (3) how L2 teachers’ self-efficacy varies across these profiles. A total of 279 Turkish English as a foreign language (EFL) teachers (178 male and 101 female) participated i…
Development and Validation of the Second or Foreign Language Boredom Coping Strategies Scale
In the present study, we developed and tested the psychometric properties of the Second or Foreign Language Boredom Coping Strategies Scale, an instrument for measuring language learners’ coping strategies in response to the experience of boredom. The research is based on a four-dimensional model of coping mechanisms, which includes the behavioral approach, cognitive approach, behavioral avoidance, and cognitive avoidance. Each factor comprises t…
Moment‐to‐Moment Dynamics of Foreign Language Enjoyment
Foreign Language Enjoyment has received increasing attention in second language acquisition due to its role in fostering engagement and communication. Although previous research has often treated enjoyment as a relatively stable trait, perspectives informed by Complex Dynamic Systems Theory (CDST) suggest that emotions are dynamic, non‐ergodic, and fluctuate over time. Drawing on CDST, the present study adopts an idiographic approach to investiga…
Boredom fuels boredom
The construct of boredom has recently received growing attention in second or foreign language (L2) research. However, the dynamic and reciprocal nature of foreign language learning boredom (FLB) and teacher boredom (TB) has received little attention. Specifically, research on how L2 learners' FLB and teachers' perceived and actual boredom develop within and across individuals over time is scarce. To address the existing gap, 173 English as a for…
Confirmatory Factor Analysis
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 usefulness of CFA. The objectives of CFA are described following an introduction to the parameters of the …
Do shyness and emotions matter in shaping classroom engagement? A study of multilingual learners of Chinese in Thailand
Testing associations between global and specific levels of foreign language enjoyment and foreign language boredom
Revisiting after-class boredom via exploratory structural equation modeling
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 analysis (CFA). However, such analytical procedures are not free from limitations and exploratory structural equation modeling (ESEM) can be applied to overcome them. CFA has also been used to validate the …
The dynamics of L2 teacher boredom and their link to creativity
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 progression of boredom and creativity among L2 teachers, their mutual development, and how control‐value b…
Enjoyment begets enjoyment
Factor structure and psychometric properties of the L2 teacher boredom scale
Conceptualization and measurement of foreign language playfulness via exploratory structural equation modeling
A longitudinal study of the subdomains of boredom in practical English language classes in an online setting
In this study we used a factor of curves model (FCM) to examine the co-development 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 variation in these subdomains can be accounted by the underpinning global factor of BPELC. Data were collec…
Foreign language enjoyment
In an attempt to measure the dynamic features of foreign language enjoyment (FLE), we adopted a longitudinal confirmatory factor analysis-curve of factors model (LCFA-CFM) approach to substantiate the validity of the original FLE scale (Dewaele and MacIntyre [(2014. “The Two Faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom.” Studies in Second Language Learning and Teaching 4 (2): 237-274]) longitudinally and trace changes i…
Modeling the interplay of EFL learners’ basic psychological needs, grit and L2 achievement
Given the recent attention to language-domain-specific grit in the field of SLA and the scarcity of research on the antecedents of L2 grit, we proposed a model that links L2 learners’ basic psychological needs (BPN) (i.e. autonomy, competence, and relatedness), L2 grit (i.e. perseverance of effort (PE) and consistency of interest (CI)), and L2 achievement (measured by students’ scores on English courses). L2 Saudi undergraduate students who study…
The rhetorical organization of discussions sections of qualitative research articles in Applied Linguistics and the use of meta-discourse markers
Boredom in practical English language classes
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 its second-order latent variables, and considers the assessment of inter-individual differences whil…
Chinese students' multilingual identity constructions after studying abroad
Given the recent development of globalization, the focus of research on identity in the field of applied linguistics has shifted to investigating multilingual identity among students studying abroad. Studying abroad can be regarded as an authentic setting of English as a lingua franca (ELF) that has an impact on students' multilingual identity construction because they experience ELF communication with people from different lingua-cultures. Thus,…
L2 Grit
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 adopted a longitudinal confirmatory factor analysis-curve of factors model (LCFA-CFM) approach to trac…
Affordances in Iranian English for Academic Purposes Education
Affordances of the Microsystem of the Classroom for Foreign Language Enjoyment
Differential Item Functioning Analysis of Persian Adaptation of Foreign Language Classroom Anxiety Scale Against Gender
Change over Time in Learners’ Mindsets about Learning a Foreign Language
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 was accepted and the invariance of the latent factor was attested over time. The findings indicated …
A Meta-analysis of L2 Willingness to Communicate and Its Three High-Evidence Correlates
A longitudinal study of the subdomains of boredom in practical English language classes in an online setting
In this study we used a factor of curves model (FCM) to examine the co-development 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 variation in these subdomains can be accounted by the underpinning global factor of BPELC. Data were collec…
The emergence of boredom in an online language class
Chinese students' multilingual identity constructions after studying abroad
Given the recent development of globalization, the focus of research on identity in the field of applied linguistics has shifted to investigating multilingual identity among students studying abroad. Studying abroad can be regarded as an authentic setting of English as a lingua franca (ELF) that has an impact on students' multilingual identity construction because they experience ELF communication with people from different lingua-cultures. Thus,…
Foreign language enjoyment
In an attempt to measure the dynamic features of foreign language enjoyment (FLE), we adopted a longitudinal confirmatory factor analysis-curve of factors model (LCFA-CFM) approach to substantiate the validity of the original FLE scale (Dewaele and MacIntyre [(2014. “The Two Faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom.” Studies in Second Language Learning and Teaching 4 (2): 237-274]) longitudinally and trace changes i…
A process tracing study of the dynamic patterns of boredom in an online L3 course of German during Covid‐19 pandemic
Motivated by the present dominance of online education worldwide during the COVID‐19 pandemic, the present study employed a process‐tracing approach to explore the causal mechanisms of boredom in an online L3 learning. The present case study was done on an adult learner of German and analyzed her accounts of experiencing boredom throughout a whole semester, 13 sessions in length. The trajectory of boredom throughout the course showed that the beg…
Modeling the interplay of EFL learners’ basic psychological needs, grit and L2 achievement
Given the recent attention to language-domain-specific grit in the field of SLA and the scarcity of research on the antecedents of L2 grit, we proposed a model that links L2 learners’ basic psychological needs (BPN) (i.e. autonomy, competence, and relatedness), L2 grit (i.e. perseverance of effort (PE) and consistency of interest (CI)), and L2 achievement (measured by students’ scores on English courses). L2 Saudi undergraduate students who study…
The dynamics of L2 teacher boredom and their link to creativity
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 progression of boredom and creativity among L2 teachers, their mutual development, and how control‐value b…
Factor structure and psychometric properties of the L2 teacher boredom scale
Where do Language Mindsets Come from? An Ecological Perspective on EFL Students' Mindsets About L2 Writing
Conceptualization and measurement of foreign language playfulness via exploratory structural equation modeling
Tracing the signature dynamics of foreign language classroom anxiety and foreign language enjoyment
With the shift from negative psychology to positive psychology in the field of applied linguistics, and in alignment with the dynamic turn in this filed, recent studies have tried to micro-map foreign language classroom anxiety (FLCA) and foreign language enjoyment (FLE) from a dynamic perspective. However, the signature dynamics of learners' FLCA, as a negative emotion, and FLE, as a positive emotion, are yet to be explored. Inspired by Dörnyei …
Exploring the Fluctuations of Foreign Language Enjoyment in Conversation
The main focus of this study was to discern the effect of different topics on the dynamics of one of the main variables of positive psychology, foreign language enjoyment (FLE). To do this, we used an idiodynamic method to explore the rapid moment-to-moment changes of FLE. Seven female university students engaged in a conversation involving both simple and difficult topics, and self-rated their moments of experiencing enjoyment during the convers…
Is Transparency an Illusion? An Idiodynamic Assessment of Teacher and Peers’ Reading of Nonverbal Communication Cues of Foreign Language Enjoyment
The purpose of the present study was to assess to what extent moments of experiencing enjoyment in communicating in English as a foreign language is transparent to the teacher and the peers within the ecology of the classroom using an idiodynamic approach. To do this, we explored four university students’ self, teacher and peers reading of nonverbal language enjoyment cues in terms of their face, gesture, gaze, vocalics and posture in a course of…
Emotional Processes of Foreign-Language Learning Situated in Real-Time Teacher Support
The dynamic turn in the field of psychology of foreign-language learning has inspired researchers to capture the nitty-gritty dynamics of development in inter- or intraindividual variables. Despite the growing number of techniques for analyzing dynamics, there is still a need for techniques that capture how intraindividual dynamics are situated in a changing context. One of the techniques that can contribute to this knowledge is a clustering tech…
A Meta-analysis of L2 Willingness to Communicate and Its Three High-Evidence Correlates
A microanalysis of the sophomore and senior translation students’ uncertainty management in the process of translation
Translation as a problem-solving and decision-making process embodies various natural instances of indecisiveness (uncertainty or ambiguity) for finding the best solution as the final translation. In this case study, we aimed to explore English translation students’ uncertainty management at sophomore and senior levels in the process of translation at a micro level from a complex dynamic systems theory (CDST) perspective in terms of variability, …
A Teacher’s Multimodal Corrective Feedback
Despite the large number of studies conducted on teachers’ oral corrective feedback, the findings of these studies have been mainly limited to cognitive orientations rooted in experimental designs and the verbal discourse of the teacher as the main object of inquiry. Considering teachers’ affective concerns regarding their corrective feedback and the shift from negative psychology to positive psychology in the field of second/foreign language tea…
Tracing the signature dynamics of foreign language classroom anxiety and foreign language enjoyment
With the shift from negative psychology to positive psychology in the field of applied linguistics, and in alignment with the dynamic turn in this filed, recent studies have tried to micro-map foreign language classroom anxiety (FLCA) and foreign language enjoyment (FLE) from a dynamic perspective. However, the signature dynamics of learners' FLCA, as a negative emotion, and FLE, as a positive emotion, are yet to be explored. Inspired by Dörnyei …
A meta-analysis of relative effectiveness of flipped learning in English as second/foreign language research
Longitudinal examination of university students’ foreign language enjoyment and foreign language classroom anxiety in the course of general English
Dewaele and MacIntyre. [2016. ‘Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of the language learner.’ In Positive psychology in SLA, edited by T. Gregersen, P. D. MacIntyre, and S. Mercer, 215–236. Bristol: Multilingual Matters] asserted that foreign language classroom anxiety (FLCA) and foreign language enjoyment (FLE) are the learners’ metaphorical left and right feet on their journey to acquiring t…
A process tracing study of the dynamic patterns of boredom in an online L3 course of German during Covid‐19 pandemic
Motivated by the present dominance of online education worldwide during the COVID‐19 pandemic, the present study employed a process‐tracing approach to explore the causal mechanisms of boredom in an online L3 learning. The present case study was done on an adult learner of German and analyzed her accounts of experiencing boredom throughout a whole semester, 13 sessions in length. The trajectory of boredom throughout the course showed that the beg…
Where do Language Mindsets Come from? An Ecological Perspective on EFL Students' Mindsets About L2 Writing
L2 Grit
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 adopted a longitudinal confirmatory factor analysis-curve of factors model (LCFA-CFM) approach to trac…
Affordances in Iranian English for Academic Purposes Education
Affordances of the Microsystem of the Classroom for Foreign Language Enjoyment
Differential Item Functioning Analysis of Persian Adaptation of Foreign Language Classroom Anxiety Scale Against Gender
Change over Time in Learners’ Mindsets about Learning a Foreign Language
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 was accepted and the invariance of the latent factor was attested over time. The findings indicated …
The emergence of boredom in an online language class
The rhetorical organization of discussions sections of qualitative research articles in Applied Linguistics and the use of meta-discourse markers
Boredom in practical English language classes
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 its second-order latent variables, and considers the assessment of inter-individual differences whil…
Chinese students' multilingual identity constructions after studying abroad
Given the recent development of globalization, the focus of research on identity in the field of applied linguistics has shifted to investigating multilingual identity among students studying abroad. Studying abroad can be regarded as an authentic setting of English as a lingua franca (ELF) that has an impact on students' multilingual identity construction because they experience ELF communication with people from different lingua-cultures. Thus,…
Revisiting after-class boredom via exploratory structural equation modeling
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 analysis (CFA). However, such analytical procedures are not free from limitations and exploratory structural equation modeling (ESEM) can be applied to overcome them. CFA has also been used to validate the …
The dynamics of L2 teacher boredom and their link to creativity
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 progression of boredom and creativity among L2 teachers, their mutual development, and how control‐value b…
Enjoyment begets enjoyment
Factor structure and psychometric properties of the L2 teacher boredom scale
Conceptualization and measurement of foreign language playfulness via exploratory structural equation modeling
Psychology (27 obras) · Social Psychology (18 obras) · Computer Science (17 obras) · EFL/ESL Teaching and Learning (16 obras) · Mathematics education (14 obras) · Mind wandering and attention (12 obras) · Structural equation modeling (12 obras) · Boredom (11 obras) · Foreign language (10 obras) · Social Psychology (9 obras)