2017, Volume 11, Issue 2
Recent Submissions
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Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study
(Centre for Applied Language Studies, University of Jyväskylä, 2017)Justifications for promoting learner autonomy in language learning are manifold. As teachers have a central role in developing learner autonomy and given the influence teachers’ beliefs have on their practices (Borg, ... -
A teacher-in-context: Negotiating professional identity in a job promotion examination
(Centre for Applied Language Studies, University of Jyväskylä, 2017)Although there is an increasing body of research on the formation/re-formation of language teacher identity, there are still contexts within the professional p ractice of language teachers that remain relatively unexplored. ... -
The transition from L2 learner to L2 teacher: A longitudinal study of a Japanese teacher of English in Japan
(Centre for Applied Language Studies, University of Jyväskylä, 2017)While newly employed teachers may begin their career with certain ideas and beliefs, these are influenced by different stimuli, encounters and constraints which lead to the ongoing recalibration of their L2 identity. ... -
“Positive feelings about my work: I needed it!” Emotions and emotion self-regulation in language teachers
(Centre for Applied Language Studies, University of Jyväskylä, 2017)Similar to learning, teaching is not exclusively a cognitive matter. Teachers’ emotions play a significant role in their teaching practice. For language teachers especially, the link between teachers’ emotions, identities ... -
Shame and SLA
(Centre for Applied Language Studies, University of Jyväskylä, 2017)The present article addresses the question of foreign language classroom shame (FLCS) in France. As a first step to collecting data, thirty participants were asked to narrate their language learning experiences in the ... -
A teacher’s moral role in mobilizing students’ motivation beyond L2 vision
(Centre for Applied Language Studies, University of Jyväskylä, 2017)This paper concerns an exploratory practice (EP) project in a Japanese junior college EFL classroom. Central to it is an EFL course specifically designed to enhance language learners’ future visions of themselves as L2 ... -
The power of assessment : What (dis)empowers students in their EFL assessment in a Finnish upper secondary school?
(Centre for Applied Language Studies, University of Jyväskylä, 2017)Assessment wields a great deal of power over students. Yet, there is little research on how students, either in general or as individuals, experience assessment. Therefore, this study aimed to explore what disempowers or ...
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