PROGRAM
Days: Thursday, May 16th Friday, May 17th Saturday, May 18th
Thursday, May 16th
View this program: with abstractssession overviewtalk overview
08:30-09:45 Session 1: PLL5 WELCOME & Plenary talk
Prof. Gary Barkhuizen - University of Auckland, New Zealand: Plenary talk: Extending emotional reflexivity in short story analysis: How do you feel?
Chair:
Location: SALON DE ACTOS (FAC EDUCACIÓN - 230)
09:00-22:00 Session 2: PRE-RECORDED ONLINE PRESENTATIONS
PRE-RECORDED ONLINE PRESENTATIONS TO BE VIEWED PRIOR TO THE CONFERENCE ON CANAL UNED. LINK TO BE SENT OUT TO ALL PARTICIPANTS.
Location: ONLINE PRESENTATIONS Canal UNED
| 09:00 | Exploring lifelong learning motivational ecologies through the narratives of senior language users (abstract) |
| 09:25 | Motivation in English and French CLIL: the effect of gender (abstract) |
| 09:50 | Understanding Adult Immigrant Learners’ Experience with Self-Regulation in a Blended-Learning Community ESL Course (abstract) |
| 10:15 | Exploring Different and Joint Causal Mechanisms of Language Teachers’ Self-Efficacy Beliefs in Writing and Reading Domain (abstract) |
| 10:40 | The interface of task design and learner engagement: Expanding the horizon to recursive engagement (abstract) |
| 11:05 | Uncovering the complex dynamic nature of listening comprehension: Expanding horizons with two new methodologies (abstract) |
| 11:30 | The motivational dynamics of English-major students transitioning from upper secondary to tertiary education in China (abstract) |
| 11:55 | ¿Do all bilinguals become less ethical when using their L2? Moral foreign language effect and the case of Greek Cypriot-English bilinguals (abstract) |
| 12:20 | ECUADORIAN EFL PRE-SERVICE TEACHERS' BELIEFS ABOUT TEACHING SPEAKING SKILLS DURING THE PRACTICUM (abstract) |
| 12:45 | Identification with international and local peer models: English ability, gambaru (resilience) and high tension (hyper-enthusiasm) (abstract) |
| 13:10 | Understanding the role of reflection in shaping ideal multilingual selves (abstract) |
| 13:35 | Contributions for dealing with motivation as a complex system in language learning advising (abstract) |
| 14:00 | How language teacher support impacts on students’ foreign language anxiety: A study of the mediating role of L2 grit (abstract) |
| 14:25 | EFL Secondary School Pre-service and In-service Teachers’ Perspectives on Classroom Challenges and Training Needs in Spain (abstract) |
| 14:50 | L2 speaking anxiety: Is one’s impression the same as others may have? (abstract) |
| 15:15 | Identities and Roles of online foreign language teachers (abstract) |
| 15:40 | Japanese University Students’ Emotions Toward Various Types of English Language Assessment (abstract) |
| 16:05 | Persisters vs. quitters: The role of L2 grit in app-based language learning (abstract) |
| 16:30 | Acting in the world on the wings of mobile technologies: a study on pre-service teacher agency through the lens of complexity theory (abstract) |
| 16:55 | Utilizing Positive Psychology Through Content-Based Materials (abstract) |
| 17:20 | How pre-service trainees navigate between idealistic views and classroom-based reality (abstract) |
| 17:45 | (New/Corrected Version) Theoretical Inquiry into Active Inference for the Psychology of Language Learning (abstract) |
| 18:10 | The inside and between EFL users: affect in EMI university classes (abstract) |
| 18:35 | The French and English Motivational Self-systems of Algerian High School Language Learners (abstract) |
| 19:00 | Language teachers’ ethnocultural empathy and the Pedagogy of Multiliteracies (abstract) |
10:00-11:15 Session 3A: L2 Motivation
Chair:
| 10:00 | Exploring the rooted L2 self in Chinese students learning English and Japanese (abstract) |
| 10:25 | Effectiveness of vision intervention for Japanese EFL learners: A mixed-methods investigation (abstract) |
| 10:50 | Using proxy variables to measure language proficiency – does it matter? (abstract) |
10:00-11:15 Session 3B: Teacher Psychology
Chair:
Location: ROOM 2 (Sala 2.09 Fac Psicología - 24)
| 10:00 | Tracking foreign language teacher emotional reactions to student silence: An autoethnographic case study in Japan (abstract) |
| 10:25 | Cultivating Emotional Literacy in Language Teachers during Teacher Training (abstract) |
10:00-11:15 Session 3C: Learning & Acquisition
Location: ROOM 3 (Sala 2,24 Fac Psicología - 25)
| 10:00 | How Skills-based Classroom Activities Shape Learners’ Foreign Language Enjoyment: A Mixed-Modelling Longitudinal Examination (abstract) |
| 10:25 | An Examination of How Feedback-Seeking Behaviors Predict Learner Preferences for Different Types of Corrective Feedback (abstract) |
| 10:50 | Phase shifts in the individual learners’ development of complexity, accuracy, and fluency in L2 English writing at secondary school. (abstract) |
10:00-11:15 Session 3D: Learner & Teacher Identity
Workshop
Chair:
Location: ROOM 4 (Sala 2.25 Fac Psicología - 25)
| 10:00 | Emergent leaders and group positionality during study abroad: Insights from computational social network analysis and case studies in Jordan. (abstract) |
| 10:25 | Support for the Vulnerable Majority: Empowering Women Educators in their Multiple Leadership Roles (abstract) |
10:00-11:15 Session 3E: Learner Advising
| 10:00 | Enhancing motivation through reflective dialogue: Advising in language learning (abstract) |
| 10:25 | In coaching dialogue with language department students: Supporting learners’ metacognitive awareness and autonomy (abstract) |
| 10:50 | Expanding language learning horizons through the lens of desire and resistance (abstract) |
10:00-11:15 Session 3F: Language Learning Emotions
| 10:00 | Engaging Japanese junior high students in English learning: perspectives from positive and negative emotions (abstract) |
| 10:25 | Do culture-specific Foreign Language learner emotions predict performance across cultures? A comparison of the effects of Peace of Mind and Enjoyment on English Foreign Language learners in China and Morocco (abstract) |
| 10:50 | “I am empathic that is why I am good at translating” : Exploring emotion regulation and beliefs of student interpreters (abstract) |
10:00-11:15 Session 3G: Learning Strategies
Chair:
Location: SALON DE ACTOS (FAC EDUCACIÓN - 230)
| 10:00 | Qualitative validation of the DISLL (abstract) |
| 10:25 | The relationship among task values, costs, and self-regulated learning strategies in learning English as a foreign language: A qualitative analysis comparing situation levels (abstract) |
| 10:50 | Instruction in the use of grammar learning strategies: The role of individual difference variables (abstract) |
10:00-11:15 Session 3H: L2 Motivation & Identity
Chair:
| 10:00 | Motivational dynamics of intermediate Chinese learners in a remote IPA-informed CSL Curriculum: A case study from a CDST lens (abstract) |
| 10:25 | Examining Motivational Dynamics and L2 Learning Transitions of Air Cadets between Year One and Year Two: A Retrodictive Qualitative Modelling Approach (abstract) |
| 10:50 | Multilingual identities and Investment of successful Italian L2 adult learners (abstract) |
11:15-12:00 Session 4: POSTERS
Location: POSTER HALL (ENTRANCE FAC PSICOLOGÍA)
| 11:15 | What motivates students to learn Chinese? How and why motivation changes during a Chinese as a second language course (abstract) |
| 11:16 | EXPLORING DIGITAL RESOURCES IN LANGUAGE TEACHING: AN INTERDISCIPLINARY VISION OF INCLUSION AND AUTONOMY AT UFSB (abstract) |
| 11:17 | An emotion regulation training programme for in-sessional teachers (abstract) |
| 11:18 | VULNERABILITY AND REFLEXIVITY IN THE DESIGN METHODOLOGY OF ADDITIONAL LANGUAGES: A CRITICAL ANALYSIS IN THE FRAMEWORK OF EMOSPACE PROJECT (abstract) |
| 11:19 | "Hating and talking about hate" as a way of relating to the self. Resistance and affect of subjectivity (abstract) |
11:30-12:00Coffee Break
12:00-13:40 Session 5A: L2 Motivation
| 12:00 | Modelling the relationship between the L2 learning experience and future L2 self guides: an investigation into Chinese learners’ LOTE motivation (abstract) |
| 12:25 | Learning English in Britain: Exploring the Motivation of Adult Migrants (abstract) |
| 12:50 | Language learning by refugees: The contribution of social networks, attitudes, length of residence, and language background (abstract) |
| 13:15 | The influence of contextual factors on the learning of English as an L3 in the Basque Country (abstract) |
12:00-13:40 Session 5B: Teacher Psychology
Workshop
Location: ROOM 2 (Sala 2.09 Fac Psicología - 24)
| 12:00 | Positive critical incidents experienced by novice language teachers in the light of Rebecca Oxford’s EMPATHICS model (abstract) |
| 12:25 | Navigating the First Year of Doctoral Study: A Narrative Autoethnography of Language Teacher-Researcher Identity Tensions and Transitions (abstract) |
| 12:50 | Happy language teachers: a self-reflective journey to rekindle our love for language teaching (abstract) |
12:00-13:40 Session 5C: Learning & Acquisition
Location: ROOM 3 (Sala 2,24 Fac Psicología - 25)
| 12:00 | Can Effort Feedback Improve Behavioral Engagement and Performance on Highly Difficult L2 Reading Tasks? (abstract) |
| 12:25 | Student written feedback engagement in the L1, L2, and L3 classroom: the interplay between proficiency, identity, and environment (abstract) |
| 12:50 | Examining the Willingness to Communicate (WTC) Scale with Advanced Foreign Language Learners (abstract) |
| 13:15 | Emotions and oral corrective feedback: Investigando su interacción en la interacción (abstract) |
12:00-13:40 Session 5D: Learner & Teacher Identity
Location: SALON DE ACTOS (FAC EDUCACIÓN - 230)
| 12:00 | How a Rising Star Fell: A Narrative Inquiry into an EFL Academic’s Emotions and Identity Development in Research Experiences (abstract) |
| 12:25 | Mobilizing strengths in the development of French second language teacher identity (abstract) |
| 12:50 | In-sessional English for academic purposes (EAP) language teacher wellbeing (abstract) |
| 13:15 | Identities of (non)belonging and (im)mobility across sociolinguistic spaces: Narratives from Adult Educational Cross-Cultural Kids (abstract) |
12:00-13:40 Session 5E: Symposia
This symposium builds on the papers presented at the PLL4 symposium on advising where we showcased the work of learning advisors in different contexts around the world (Japan, Brazil, and New Zealand). This Hme, we look at how educators and learners can be supported in developing their knowledge and skills for taking a fundamentally different and more personalized approach to language education.
Chair:
| 12:00 | Advising in Language Learning: Preparing Learners and Educators for a Personalized Approach to Language Education (abstract) |
12:00-13:40 Session 5F: Symposia
Chair:
| 12:00 | “The emotional side of translation, interpretation and audio description: EMOTRA2 & ADance Projects" (abstract) |
12:00-13:40 Session 5G: Symposia
| 12:00 | "Let’s talk about love”: interdisciplinary views on (pedagogical) love in (language) education (abstract) |
12:00-13:40 Session 5H: Symposia
| 12:00 | Intertwining narratives: Psychology and autoethnography in language teacher dissertations (abstract) |
13:45-15:00Lunch Break
15:00-16:15 Session 6A: Positive Psychology
| 15:00 | “It disposed me to reflect on my life”: The effect of positive psychology interventions on students’ emotional intelligence (abstract) |
| 15:25 | Addressing conflicting emotions of the heritage language learner study abroad experience: Borrowing a page from positive psychology (abstract) |
| 15:50 | Mindsets, L2 grit, and flow in online vs face-to-face language learning: Different contexts = different predictors (abstract) |
15:00-16:15 Session 6B: L2 Motivation
Location: ROOM 2 (Sala 2.09 Fac Psicología - 24)
| 15:00 | A Self-Worth Perspective on Language Learning Motivation in Two Expanding Circle Countries (abstract) |
| 15:25 | Motivation and language related initiatives of teenage and university exchange students (abstract) |
| 15:50 | Visualising language learning motivation across time: A longitudinal study of transformative participation (abstract) |
15:00-16:15 Session 6C: Learning & Acquisition
Location: ROOM 3 (Sala 2,24 Fac Psicología - 25)
| 15:00 | Does the theory of Island Ridge Curve work? A verification with Chinese English learners’ self-beliefs, test anxiety, and English learning outcome (abstract) |
| 15:25 | A retrospective longitudinal study of advanced learners’ engagement in the process of language learning (abstract) |
| 15:50 | Motivation to learn a second foreign language in upper secondary school: A preregistered intervention study (abstract) |
15:00-16:15 Session 6D: Learner Identity
Location: ROOM 4 (Sala 2.25 Fac Psicología - 25)
| 15:00 | “I feel like I have a superpower”: A phenomenographic analysis of adolescents’ experiences of multilingual identity development during an identity-based pedagogical intervention (abstract) |
| 15:25 | Exploring the Development of Taiwanese Learners’ EFL Learner Identity and Cultural Identity in an English for Tour Guide Course (abstract) |
| 15:50 | The roles of cultural stereotypes and attitudes towards different English varieties in intercultural metapragmatic awareness (abstract) |
15:00-16:15 Session 6E: L2 Motivation & Autonomy
| 15:00 | Theorising Agency as Complex Dynamic Systems: Evidence from ESL Learner Narratives in Online Tutoring (abstract) |
| 15:25 | L2 proficiency, engagement and autonomy: What matters most when learning L2 pragmatics through self-access online materials? (abstract) |
15:00-16:15 Session 6F: Learner psychology
Chair:
| 15:00 | Self-Efficacy Beliefs and the Effect of Metacognitive Strategy Training on EFL Student-Writers’ Argumentative Essay-Writing Performance: An Experimental Study (abstract) |
| 15:25 | English language learners and the writing classroom: investigating writing self- efficacy, self-determination, academic grit and buoyancy among Saudi Female English major university students (abstract) |
| 15:50 | The longitudinal effects of positive psychology interventions on English language learners (abstract) |
15:00-16:15 Session 6G: Learner & teacher psychology
Workshop
Chair:
Location: SALON DE ACTOS (FAC EDUCACIÓN - 230)
| 15:00 | Spreading wellbeing: EFL instructors and students thriving together (abstract) |
| 15:45 | Language teachers’ roles and their past and present effects on the WTC of migrant learners in NZ (abstract) |
15:00-16:15 Session 6H: Learner Identity & Investment
Chair:
| 15:00 | Mapping internal affordances in graduate students’ language learning narratives (abstract) |
| 15:25 | „If this portfolio supports you like this, then the lessons are fun” - A case study of the influence of portfolio work on learners’ investment in the French language classroom (abstract) |
| 15:50 | On umbilical cords and hybridized socialization practices during work/study abroad: The key roles of investment and identity (abstract) |
16:15-16:45Coffee Break
16:45-18:00 Session 7A: Learner Motivation & Wellbeing
Chair:
Location: SALON DE ACTOS (FAC EDUCACIÓN - 230)
| 16:45 | ‘I go to the gym when I feel stressed’: The wellbeing literacy of EFL students and its relevance for language teachers (abstract) |
| 17:10 | Emotional sources of engagement and flow in secondary-level EFL learners (abstract) |
| 17:35 | A tangled web: Learner autonomy and trait emotional intelligence as predictors of language emotions, willingness to communicate and academic achievement in online language learning (abstract) |
16:45-18:00 Session 7B: Learner Psychology
Location: ROOM 2 (Sala 2.09 Fac Psicología - 24)
| 16:45 | Pioneering Pathways in Language Learner Wellbeing: Conceptualisation, Measurement, and Support System (abstract) |
| 17:10 | The link between perceived self-efficacy and emotion regulation in L2 spoken communication: A mixed-methods study (abstract) |
| 17:35 | L2 motivation and international migration: Validation of scales measuring approach–avoidance, hope, and future time perspective (abstract) |
16:45-18:00 Session 7C: Third-age Learners
Location: ROOM 3 (Sala 2,24 Fac Psicología - 25)
| 16:45 | Exploring Retirement as a Threshold: Retirement as a Predictor of Change in Cognitive Functioning, Theory of Mind, L1 Discourse Production, and L2 Learning (abstract) |
| 17:10 | Exploring the Impacts of a Pandemic on Language Teacher Identity and Professional Development in Japan (abstract) |
| 17:35 | Socio-affective Factors, Retirement Resources, and Variability in L2 Trajectories of Third Age Learners (abstract) |
16:45-18:00 Session 7D: Learner Autonomy & Wellbeing
Location: ROOM 4 (Sala 2.25 Fac Psicología - 25)
| 16:45 | Outlook of Learner Autonomy in English Language Classrooms: Perspectives of Students and Teachers from Pakistan (abstract) |
| 17:10 | Going north of neutral in the language class: The power of positive conversations to elevate students’ well-being (abstract) |
| 17:35 | Investigating task-specific flow in older adult EFL learners (abstract) |
16:45-18:00 Session 7E: SEM studies
Workshop
| 16:45 | The Role of L2 Learning Motivation, Learning Environment, and Self-regulation on Students’ Perceived Effectiveness of Instruction: A Longitudinal SEM Analysis (abstract) |
| 17:10 | You Should Use Structural Equation Modeling (SEM) in Your Research and Here is Why: Guidelines and Practical Recommendation (abstract) |
16:45-18:00 Session 7F: Learner & Teacher Psychology
Workshop
| 16:45 | How effective is my teaching of different foreign language competencies? (abstract) |
| 17:10 | CASEL & Classrooms: An SEL Boost to Language Teaching (abstract) |
16:45-18:00 Session 7G: Learner Psychology
Chair:
| 16:45 | Investigating Second Language Writing Instruction and the Impact on Student Writing Motivation: A Mixed Methods Study in China (abstract) |
| 17:10 | The Effect of Second Language Anxiety on English Learners’ Foreign Language Accuracy, Comprehensibility, and Speech Rate Across Three Communication Tasks (abstract) |
16:45-18:00 Session 7H: L2 Motivation
| 16:45 | Metamotivation: Self-Regulating Motivational States (abstract) |
| 17:10 | Motivational Teaching Strategies and Students’ L2MSS: Tunisian University EFL Context (abstract) |
| 17:35 | French- English- and Plurilingual Selves of multiple language learners in Switzerland (abstract) |
18:00-19:00 Session 8: PLENARY SESSION
Plenary Session
Prof. Mª Carmen Fonseca Mora. University of Huelva, Spain. Plenary talk: Affective literacy in an additional language for effective citizenship education
Chair:
Location: SALON DE ACTOS (FAC EDUCACIÓN - 230)
Friday, May 17th
View this program: with abstractssession overviewtalk overview
09:00-09:50 Session 9: PLENARY SESSION
Meagan Driver. Michigan State University. Plenary talk: Expanding positive psychology through a heritage language lens: An outside-in approach
Chair:
Location: SALON DE ACTOS (FAC EDUCACIÓN - 230)
10:00-11:15 Session 10A: Language Teacher Psychology
| 10:00 | FACTORS INFLUENCING FOREIGN LANGUAGE TEACHERS’ FEELINGS OF AUTHENTICITY. AN INSIGHT INTO PRE-SERVICE AND IN-SERVICE PRACTICUM (abstract) |
| 10:25 | Teaching language students with ADHD: Emotions of pre-service teachers from six countries (abstract) |
| 10:50 | Imagining a different future: Reflections on the possibility of plurilingual practices in classroom interaction and assessment to advance social justice in English language teaching (ELT)? (abstract) |
10:00-11:15 Session 10B: Writing Skills
Chair:
Location: ROOM 2 (Sala 2.09 Fac Psicología - 24)
| 10:00 | Affordances and challenges of using screencast technology for the analysis of engagement with (immediate and delayed) synchronous and asynchronous computer-mediated feedback on L2 writing (abstract) |
| 10:25 | The Effect of Metacognitive Instruction with Written Corrective Feedback on Engagement and Functional Adequacy in L2 Writing (abstract) |
| 10:50 | Analysing L2 writer’s written corrective feedback processing via written languaging and think-aloud protocols. A comparison of academic backgrounds (abstract) |
10:00-11:15 Session 10C: LOTEs
Chair:
Location: ROOM 3 (Sala 2,24 Fac Psicología - 25)
| 10:00 | Danish students’ motivation for German as a foreign language (abstract) |
| 10:25 | The past in the present: Exploring what Lx Catalan means for former study abroad sojourners (abstract) |
| 10:50 | Three decades of changes in Chinese and Italian learning motivation in the Australian university sector (abstract) |
10:00-11:15 Session 10D: Emotions in Teaching & Learning
Location: ROOM 4 (Sala 2.25 Fac Psicología - 25)
| 10:00 | "Fake it till you make it": The role of Imposter Phenomenon in EFL learning and its effect on learner emotions and engagement (abstract) |
| 10:25 | Perceived empathy of language teachers and the effects on emotions (abstract) |
| 10:50 | Examining the sociality of L+ (study) emotions: A multimodal data session (abstract) |
10:00-11:15 Session 10E: Learner Motivation
Location: SALON DE ACTOS (FAC EDUCACIÓN - 230)
| 10:00 | Motivation, International Posture and Success of Multiple-language Learners in an English-Medium Instruction Program in Japan (abstract) |
| 10:25 | Just About the Language? A Longitudinal Study of Mandarin Learning Engagement Through a Person-in-Context Relational View of Motivation (abstract) |
| 10:50 | College Students' attitudes towards non-native accents in South Texas (abstract) |
10:00-11:15 Session 10F: Learning & Teaching Dynamics
Chair:
| 10:00 | Understand the Causal Relationship between Psychological Variables: The Random Intercepts Cross-lagged Panel Model (RI-CLPM) Method (abstract) |
| 10:25 | Proactive Language Learning: Centering the Individual in Language Learning Theory and Research (abstract) |
| 10:50 | Development of the Language Classroom Engagement Inventory (LCEI): An alternative approach to studying language learner engagement (abstract) |
10:00-11:15 Session 10G: Oral Skills
| 10:00 | Students’ motivations for the integration of EFL skills and intercultural competence development via intercultural contacts (abstract) |
| 10:25 | Exploring the emergence of research on multilingual motivation: A scoping review (abstract) |
| 10:50 | Motivation and attitudes of Modern Greek L2 learners in the multilingual context of Catalonia, Spain (abstract) |
10:00-11:15 Session 10H: Teacher Psychology
| 10:00 | Unmasking the (Un)appreciated: A Critical Discourse Analysis of Teachers and Educational Discourses during the first wave of the COVID-19 Pandemic in the most read Austrian newspaper (abstract) |
| 10:25 | Alienation and teacher well-being: a research agenda (abstract) |
| 10:50 | Unveiling the motivational tapestry: A duoethnographic journey into ESP teachers’ motivation in tertiary education (abstract) |
11:15-11:45Coffee Break
11:45-13:35 Session 11A: Teacher psychology
Chair:
| 11:45 | Investigating language teacher professional curiosity: Towards a tentative model (abstract) |
| 12:10 | UK ESOL Teachers’ Wellbeing and Emotion Labour: A Mixed-Method Approach (abstract) |
| 12:35 | Exploring language teacher wellbeing in a teacher education program: Transformation, Empathy and Empowerment (abstract) |
| 13:00 | Changes and continuities in one teacher’s professional motivation over a 40-year career (abstract) |
11:45-13:35 Session 11B: Learner psychology
Location: ROOM 2 (Sala 2.09 Fac Psicología - 24)
| 11:45 | Flow, comprehension, and content during a TED Talk listening task with English learners (abstract) |
| 12:10 | Developing the short-form flow questionnaire to investigate Hungarian adult language learners’ optimal experiences (abstract) |
| 12:35 | Task Flow in a Canadian Community College Classroom: A Dynamic Exploration (abstract) |
| 13:00 | Multicultural Personality, Mental Wellbeing, and Sociocultural Adaptation during Study Abroad (abstract) |
11:45-13:35 Session 11C: Learner Psychology
Location: ROOM 3 (Sala 2,24 Fac Psicología - 25)
| 11:45 | Emotional intelligence as an important predictor of foreign language speaking proficiency (abstract) |
| 12:10 | Ecological Validity in Bilingualism Research: (Re)Assessing Proficiency Measures to Capture Variability in Heritage Bilingualism. (abstract) |
| 12:35 | Emotional and cognitive factors underlying L2 oral fluency: the case of emotional valance and attentional control (abstract) |
| 13:00 | (Un)accessibility of swearwords’ emotional content in second language learners of Quebec French: A case of language proficiency? (abstract) |
11:45-13:35 Session 11D: CLIL: Emotions & Wellbeing
Location: ROOM 4 (Sala 2.25 Fac Psicología - 25)
| 11:45 | Exploring Emotions in Language Learning: Examining Learners’ Self-Awareness, Personal Growth, and Transformation on a CLIL course (abstract) |
| 12:10 | Could CLIL be benefitting children’s wellbeing?: The role of bilingualism in the development of executive functions as a pathway towards general wellbeing (abstract) |
| 12:35 | CLIL-informed activities for teaching learners about their emotions (abstract) |
11:45-13:30 Session 11E: Symposia
Location: SALON DE ACTOS (FAC EDUCACIÓN - 230)
| 11:45 | The Role of the Learner in Task-based Language Teaching: Exploring Current and Emergent Research Methods (abstract) |
11:45-13:30 Session 11F: Symposia
Chair:
| 11:45 | Symposium:"State-of-the-art methods for analysing intensive longitudinal data" (abstract) |
11:45-13:30 Session 11G: Teacher & Learner emotions
| 11:45 | Navigating teacher emotions: the good, the bad, the ugly and the beautiful (abstract) |
| 12:10 | Why do Polish EFL learners lose their enjoyment while learning English and how to change it? The study on the relationship between foreign language enjoyment and foreign language anxiety (abstract) |
11:45-13:30 Session 11H: Symposia
| 11:45 | Building Positive Institutions and Organisational Language Competence: Views from Practice (abstract) |
13:30-15:00Lunch Break
13:30-14:00 Session 12: POSTERS
POSTER SESSIONS MAY BE MODIFIED
Location: POSTER HALL (ENTRANCE FAC PSICOLOGÍA)
| 13:30 | Investigating the impact of goal contents on language learning (abstract) |
| 13:31 | Perceptions of Flow experience among Japanese Students in EFL classrooms (abstract) |
| 13:32 | The Interplay between Mindset, Self-Regulation, Academic Self-Concept and DMC in EFL (abstract) |
| 13:33 | Curi(j)eux – Epistemic Curiosity and Intrinsic Motivation in Game-Based Multilingual Language Learning (abstract) |
| 13:34 | Language Mindsets of Language Educators (abstract) |
| 13:35 | Affective Factors in EFL Teaching and Learning at Argentinean Secondary Schools (abstract) |
15:00-16:15 Session 13A: Learner Psychology
Chair:
| 15:00 | Language anxiety among adult learners in the Basque Country: A comparison between English- and Basque-Medium Instruction (abstract) |
| 15:25 | FOREIGN LANGUAGE ANXIETY AMONG BRAZILIAN UNDERGRADUATE STUDENTS: A RESIGNIFYING PROCESS IN LIGHT OF EXPLORATORY PRACTICE (abstract) |
| 15:50 | Self-regulated learning to develop a growth mindset: Two case studies in an EFL Malagasy setting (abstract) |
15:00-16:15 Session 13B: Self Determination Theory
Location: ROOM 2 (Sala 2.09 Fac Psicología - 24)
| 15:00 | Thriving as a language learner: A Self-Determination Theory perspective on the well-being of language learners (abstract) |
| 15:25 | Ripples of Wellbeing: A Positive Psychology Intervention Study in an EFL Practicum (abstract) |
| 15:50 | Investigating Teacher Use of Motivational Teaching Strategies to Enhance Learners’ Willingness to Communicate in EFL Classrooms (abstract) |
15:00-16:15 Session 13C: Study Abroad Research
Location: ROOM 3 (Sala 2,24 Fac Psicología - 25)
| 15:00 | The Impact of Study Abroad on Beliefs about Happiness (abstract) |
| 15:25 | Short, teenage study abroad program in a multilingual context with English as a lingua franca (abstract) |
| 15:50 | Study-abroad SLA: Dynamic interactions between social networks, gender, motivation, multilingualism, language use, proficiency gains (abstract) |
15:00-16:15 Session 13D: Teacher psychology
Location: ROOM 4 (Sala 2.25 Fac Psicología - 25)
| 15:00 | Motivation in Language Teaching: Insights into Sustained Career Engagement through Self-Determination Theory (abstract) |
| 15:25 | Exploring the interplay between EFL teacher burnout and engagement: A qualitative study (abstract) |
| 15:50 | Language Teachers’ Well-being: A Systematic Review of the Literature (abstract) |
15:00-16:15 Session 13E: Teacher Psychology
Location: SALON DE ACTOS (FAC EDUCACIÓN - 230)
| 15:00 | Vulnerability and Resilience of Part-Time Teachers in Japan Post-Pandemic (abstract) |
| 15:25 | Exploring the Edge: High School Teachers' and Students' perceptions of L2 teaching practices (abstract) |
| 15:50 | The Path towards the Application of Mindfulness in Second Language Teaching: A Positive Psychology Perspective (abstract) |
15:00-16:15 Session 13F: Learner Psychology
| 15:00 | Emotion, working memory oral fluency: what’s the link? (abstract) |
| 15:25 | An idiodynamic approach to examining the impact of listener behavior on language learner anxiety and oral fluency (abstract) |
| 15:50 | Emotions in the development of oral skills: Implications for the FL High School context (abstract) |
15:00-16:15 Session 13G: Teacher/Learner psychology
Chair:
| 15:00 | Socioeconomic Factors Influencing English Language Learning in University Students (abstract) |
| 15:25 | Expanding Personal Horizons: Critical Friendships as a Means of Reflective Teacher Development in Japan (abstract) |
| 15:50 | Elementary school English teachers in Japan: How self-efficacious are they? (abstract) |
15:00-16:15 Session 13H: Teacher Psychology
| 15:00 | Factor structure and psychometric properties of the L2 Teacher Boredom Scale (abstract) |
| 15:25 | She Is “Just An Intern”: Transnational Chinese Language Teachers’ Emotion Labor With Mentors in a Teacher Residency Program (abstract) |
| 15:50 | AN INVESTIGATION INTO EFL TEACHERS’ MINDSETS REGARDING THEIR TEACHING COMPETENCIES (abstract) |
16:15-16:45Coffee Break
16:45-18:30 Session 14A: Learner Psychology
| 16:45 | L2 perceptual curiosity: The construct and its measurement (abstract) |
| 17:10 | Analyzing Lived Experience in the Psychology of Language Learning: Narrative Interpretative Phenomenological Analysis (NIPA) as a Methodological Exemplar (abstract) |
| 17:35 | Fostering Oral Creativity in Foreign Language Classrooms (abstract) |
16:45-18:30 Session 14B: Learning Strategies
Location: ROOM 2 (Sala 2.09 Fac Psicología - 24)
| 16:45 | “It's like you could use what you were seeing in class”: Learners’ and teachers’ reactions to using WhatsApp as part of an EFL programme. (abstract) |
| 17:10 | The impact of podcast creation on EFL students’ language learning emotions (abstract) |
| 17:35 | Understanding the effect of promoting growth language mindset on L2 vocabulary achievement (abstract) |
| 18:00 | A longitudinal study of young EFL learners’ participation in a collaborative writing task: The role of interaction mindset and proficiency (abstract) |
16:45-18:30 Session 14C: Positive Psychology
Location: ROOM 3 (Sala 2,24 Fac Psicología - 25)
| 16:45 | Collaborative and relational dimensions of emotion regulation in language teaching (abstract) |
| 17:10 | Procrastination when writing academic texts in a first and a foreign language (abstract) |
| 17:35 | Japanese university students’ language learning mindset profiles and their associations with L2 classroom emotions (abstract) |
| 18:00 | Emotional Dynamics in English-Medium Instruction: Insights from Multilingual University Students and Teachers (abstract) |
16:45-18:30 Session 14D: Learner Psychology
Location: ROOM 4 (Sala 2.25 Fac Psicología - 25)
| 16:45 | Second language learning in the reality of the community: Long term effect? (abstract) |
| 17:10 | Exploring emotional identification in ELF: Grad students in Brussels. (abstract) |
| 17:35 | What Supports Middle School Multilingual Learners' Willingness To Communicate in the Classroom? (abstract) |
| 18:00 | A Framework for Evaluating Positive Institutions (abstract) |
16:45-18:30 Session 14E: L2 Motivation
Location: SALON DE ACTOS (FAC EDUCACIÓN - 230)
| 16:45 | Exploring teenagers’ future oriented L2 selves (abstract) |
| 17:10 | Is there a Place for Retrospective Self in the L2MSS Model? (abstract) |
| 17:35 | Can rationales for language learning motivate learners? (abstract) |
16:45-18:30 Session 14F: Teaching/Gender
| 16:45 | Emotional labor in online emergency remote teaching in Brazilian Higher Education (abstract) |
| 17:10 | English speeches by Japanese gender equality activists: A rhetorical analysis (abstract) |
| 17:35 | Analysing teacher educators' practices in cultivating teacher agency in future teachers of English: a Chilean EFL case study (abstract) |
| 18:00 | Publications in Basque language by the non-native scientific community: motivations and beliefs (abstract) |
16:45-18:30 Session 14G: Learner Psychology
Chair:
| 16:45 | Toward the validation of a linguistic insecurity instrument: A mixed methods study (abstract) |
| 17:10 | Emotion regulation in directed motivational currents: Consequences for goal-striving (abstract) |
| 17:35 | Interactions Between School-Level and Classroom-Level Engagement in Language Learning: A Study on Japanese Junior High School Students (abstract) |
| 18:00 | Examining children and teenagers’ attitudes in a multilingual learning context. A focus on the interplay between status, solidarity, gender and social media. (abstract) |
16:45-18:30 Session 14H: Learner engagement
| 16:45 | Exploring engagement with LX within and beyond the English language classroom (abstract) |
| 17:10 | The Effect of an Intelligent Tutorial on Student’s Self-Regulated Learning Skills (abstract) |
| 17:35 | Elevating EFL Reading Motivation: The MReader Challenge Unveiled (abstract) |
| 18:00 | Exploring the nature of novice EFL teacher motivation in the first year of teaching (abstract) |
18:30-19:15 Session 15
MULTILINGUAL MATTERS - Recomendations for publishing research. With Sarah Mercer and Stephen Ryan
20:30-23:00
Conference Dinner. Restaurante Benares
Saturday, May 18th
View this program: with abstractssession overviewtalk overview
09:00-10:50 Session 16A: Teacher Psychology
| 09:00 | Let’s Feel English Together: 'A World of Emotions: Be Kind & Be Contagious!’ (abstract) |
| 09:25 | “Constrained Creativity” - Teachers’ Perceptions of Agency (abstract) |
| 09:50 | Rekindling Connectedness and Happiness through Laughter Meditation Intervention (LMI) (abstract) |
| 10:15 | UNVEILING THE EMOTIONAL JOURNEY: L2 PROSPECTIVE TEACHERS’ RESPONSES TO MENTOR FEEDBACK (abstract) |
09:00-10:50 Session 16B: Teacher Psychology
Location: ROOM 2 (Sala 2.09 Fac Psicología - 24)
| 09:00 | Teacher engagement in collaborative planning discussions: The role of learner-generated content (abstract) |
| 09:25 | The association between teacher-student relationship and students’ achievement emotions in a blended EFL learning context (abstract) |
| 09:50 | Exploring foreign language anxiety in international teaching assistants’ twofold academic roles: An appraisal theory study. (abstract) |
| 10:15 | Character Strengths with Early Career and Pre-Service Coaching (abstract) |
09:00-10:50 Session 16C: Teacher Psychology
Location: ROOM 3 (Sala 2,24 Fac Psicología - 25)
| 09:00 | The Experience of EFL Teachers: Unveiling Workplace Stress in Saudi Higher Education (abstract) |
| 09:25 | Exploring the Role of Wonder in English Language Teacher Education (abstract) |
| 09:50 | The Role of Self-efficacy, Language Proficiency, and the Length of the Training in Language Teacher Conceptual Change (abstract) |
| 10:15 | IMPROVING THE METALINGUISTIC AWARENESS OF EARLY CHILDHOOD EDUCATION TEACHERS: A DIDACTIC EXPERIENCE BASED ON THE PREJUDICES ABOUT FIRST LANGUAGE ACQUISITION (abstract) |
09:00-10:50 Session 16D: Learner Engagement
Location: ROOM 4 (Sala 2.25 Fac Psicología - 25)
| 09:00 | Mindful Repositioning: Noticing as the Key to Engagement for English Language Learners (abstract) |
| 09:25 | How to motivate students with various levels of openness to experience and ambiguity tolerance in the foreign language classroom? (abstract) |
| 09:50 | Student Engagement Across Skill-Based Language Classes: Insights from a Thai Intensive English Program (abstract) |
| 10:15 | Goal complexes as predictors TOEIC L&R scores (abstract) |
09:00-10:50 Session 16E: Learner Psychology
| 09:00 | Goal self-concordance and its long-term effects (abstract) |
| 09:25 | Cognitive Load, Explicit Approaches and Split-Attention - A Case Multimodal for Instructional Designs (abstract) |
| 09:50 | Exploring the Impact of Beliefs on Initial Assessment and Personalised Learning for Newly Arrived Students in Primary Schools: Initial Findings from Qualitative Research in the city of Prato, Italy (abstract) |
09:00-10:50 Session 16F: Positive Psychology
Chair:
| 09:00 | Adult Learners’ Persistence and Engagement in Self-Directed Language Learning: A Survival Analysis (abstract) |
| 09:25 | Rethinking grit in language acquisition research: A critical review and agenda for future research (abstract) |
| 09:50 | Transforming the EMPATHICS Model Into a Workable E4MC Model of Language Learner Well-Being (abstract) |
09:00-10:50 Session 16G: Positive psychology (Workshop)
Workshop
| 09:00 | The role of emotional intelligence, emotion regulation capacity, and appraisal style in the experience and regulation of language teachers’ classroom emotion(s) (abstract) |
| 09:25 | Embracing Creativity as an Individual Difference in SLA (abstract) |
09:00-10:50 Session 16H: Learner Psychology
| 09:00 | Boosting linguistic majors' self-esteem in an extracurricular project: A mixed-method study. (abstract) |
| 09:25 | Enhancing Learners' Self-efficacy of Learning Phrasal Verbs and Providing Peer Assessment (abstract) |
| 09:50 | Preliminary development and validation of language anxiety scales beyond the foreign language classroom context (abstract) |
10:50-11:45Brunch
10:50-11:45 Session 17: POSTER SESSION
Location: POSTER HALL (ENTRANCE FAC PSICOLOGÍA)
| 10:50 | Wellbeing and identities of English language teachers in Costa Rica: Paradoxes and contradictions (abstract) |
| 10:51 | "It reminded me... I do really want to learn it'’: Reengagement in beginner learners of Mandarin in UK higher education (abstract) |
| 10:52 | The impact of emotional factors on the degree of oral fluency of Chinese learners of Spanish as a foreign language (abstract) |
| 10:53 | How do resilience and enjoyment encourage teachers to adopt unfamiliar teaching method: A study of tertiary level English teachers in Japan (abstract) |
| 10:54 | Directed Motivational Currents (DMCs) in Second Language Teaching: A Multiple Case Study (abstract) |
| 10:55 | Assessing Accent Anxiety: Unraveling the Underlying Dimensions of Non-native Speakers’ Concern Over Their Foreign Accents (abstract) |
11:50-12:40 Session 18A: Teacher Psychology
Chair:
| 11:50 | Navigating the transition from in-person to emergency remote teaching: The importance of teacher agency for language teacher well-being. (abstract) |
| 12:15 | Mapping the professional identities of pre-service EFL teachers through poetry writing: Insights from an exploratory study in Hungary (abstract) |
11:50-12:40 Session 18B: Language teaching (Workshop)
Location: SALON DE ACTOS (FAC EDUCACIÓN - 230)
| 11:50 | Intuition in Practice: Reflecting on the Dynamicity of Language Teaching and Research (abstract) |
11:50-12:40 Session 18C: ESP Teacher Identity & Motivation
Chair:
Location: ROOM 3 (Sala 2,24 Fac Psicología - 25)
| 11:50 | Teacher identity and the dynamics of shared expertise in the ESP classroom (abstract) |
| 12:15 | Synergistic Effect of Feedback-Seeking Behavior on Teachers' and Students' Motivation in an ESP Classroom (abstract) |
11:50-12:40 Session 18D: Language Learning Anxiety
Location: ROOM 4 (Sala 2.25 Fac Psicología - 25)
| 11:50 | The effects of foreign language attitude on Flemish secondary education EFL learner’s foreign language enjoyment and anxiety’ (abstract) |
| 12:15 | Heritage language anxiety – Influential factors and adolescent heritage speakers´ perspectives. (abstract) |
11:50-12:40 Session 18E: Language learning and teaching
Chair:
| 11:50 | Power relations and control of the space in Communicative Language Anxiety processes in the Basque Country: a gender perspective (abstract) |
| 12:15 | EFL teachers’ beliefs and emotions about assessment: A metaphorical analysis (abstract) |
11:50-12:40 Session 18F: Young Learners
| 11:50 | Setting them up for (grammatical) success: a pilot study on the impact of metalinguistic explanations in young learners’ metalinguistic awareness and language learning aptitude (abstract) |
| 12:15 | Pre-task planning by child EFL learners: An exploratory study of the impact of L1 use on attention to form, L1 functions and attitudes (abstract) |
11:50-12:40 Session 18G: Learner Psychology
| 11:50 | Exploring Role-Induced Variations in Willingness to Communicate (abstract) |
| 12:15 | Microanálisis del carácter dinámico de la voluntad de comunicarse en una segunda lengua de adultos hispanohablantes a través la práctica del drama. (abstract) |
11:50-12:40 Session 18H: Teaching & Learning
| 11:50 | Beliefs of Spanish and French teachers about (cross-linguistic) mediation – exploring the role of plurilingualism (abstract) |
| 12:15 | Motivational challenges faced by English teaching assistants in Spain: A survey study (abstract) |
12:50-13:50 Session 19: PLENARY SESSION
Prof. Peter MacIntyre. Cape Breton University, Sidney, Canada. PLL5 Closing Plenary talk: Willingness to communicate: Lessons for the psychology of Language Teaching
Chair:
Location: SALON DE ACTOS (FAC EDUCACIÓN - 230)