Iranian Students' Emotional Perceptions of the Effects of Interactive Tasks on Self-Monitoring, Self-Regulation, and Willingness to Communicate

Subject Areas :

Fereshteh Abkhoo ¹ (, English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran)
Roya Baharlooie ² (, English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran)
Hadi Salehi ³ (, English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran)
Omid Tabatabaei ⁴ (, English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran)

Received: 2022-10-13 Accepted : 2022-04-15 Published : 2023-07-01

Keywords: راهبرد خود نظارتی, راهبرد خودتنظیمی, وظیفه تعاملی, تمایل به برقراری ارتباط استراتژی,

References:

Al-Zahrani, M. Y., & Al-Bargi, A. (2017). The impact of teacher questioning in creating interaction in EFL: A discourse analysis. English Language Teaching, 10(6), 135-150.

Barjesteh, H., Vaseghi, R., & Neissi, S. (2012). Iranian EFL learners' willingness to communicate across different context-and receiver types. International Journal of English Linguistics, 2, 47-54.

Bolino, M. C., Long, D., & Turnley, W. (2016). Impression management in organizations: Critical questions, answers, and areas for future research. Annual Review of Organizational Psychology and Organizational Behavior, 3, 377-406.

Bono, J. E., & Vey, M. A. (2007). Personality and emotional performance: Extraversion, neuroticism, and self-monitoring. Journal of Occupational Health Psychology, 12, 177-192.

Brown, H. (2007). Principles of Language Learning and Teaching. Pearson, New York: Longman.    

Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Addison Wesley Longman.

Cameron, C. E., & Morrison, F. J. (2011). Teacher activity orienting predicts preschoolers' academic and self-regulatory skills. Early Education & Development, 22(4), 620-648.

Cao, Y. (2014). A sociocognitive perspective on second language classroom willingness to communicate. TESOL Quarterly, 48. 789–814.

Cazan, A. M., & Ani􀄠ei, M. (2010). Motivation, learning strategies, and academic adjustment. Romanian Journal of Experimental Applied Psychology, 1(1), 61-69.

Cleary, T. J., Callan, G. L., & Zimmerman, B. J. (2012). Assessing self-regulation as a cyclical, context-specific phenomenon: Overview and analysis of SRL micro analytic protocols. Education Research International, 2012, 1-19. doi:10.1155/2012/428639.

Cohen, A. D., & Macaro, E. (2007). Language learner strategies: Thirty years of research and practice. Oxford: Oxford University Press.

Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: Oxford University Press.

Dunlosky, J. & Rawson, K. A. (2011). Overconfidence produces underachievement: Inaccurate self-evaluations undermine students' learning and retention. Learning and Instruction (2011),doi:10.1016/j.learninstruc.2011.08.003.

Ennis, R. P., Lane, K. L., & Oakes, W. P. (2018). Empowering teachers with low-intensity strategies to support instruction: Self-monitoring in an elementary resource room. Preventing School Failure, 62, 176–189. doi:10.1080/1045988X.2017.1408055.

Han, Y. (2014). Foreign Language Vocabulary Learning Strategies: Patterns of use among college students. (Published doctoral dissertation). Auburn University. Alabama.

Harmer, J. (2001). The practice of English language teaching. Pearson, New York: Longman.

Hitotuzi, N. (2005). Teacher Talking Time in the EFL Classroom Tiempo de participación oral del profesor en el aula de inglés como lengua extranjera. Profile,6(1), 97-106.

Kogani Baharvand, P., Rezaee, A., & Valadi, A. (2015). The relationship between language learners' willingness to communicate and their oral language proficiency to gender differences. International Journal of Applied Linguistic & English Literature,4(5), 147-153.

Le, V. C., & Rendaya, W. A. (2017). Teachers' English proficiency and classroom language use: A conversation analysis study. RELC Journal, 48(1), 67-81.

Little, B. R. (2011). Personal projects and free traits: Personality and motivation reconsidered. Retrieved July 07, 2012, from http://www.brianrlittle.com/articles/personal-projects-and-freetraits/# more-196.

MacIntyre, P. D., & Doucette, J. (2010). Willingness to communicate and action control, System, 38, 161-171.

McClelland, M.M. & Cameron, C.E. (2012). Self-regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives 6(1), 136-142.

Meloy, F, A. (2009). Self-Regulated Learning, Academic Outcomes, and the Student Learning Experience in a Second-Degree Accelerated Baccalaureate Nursing Program. Unpublished doctoral Dissertation, college of nursing and health professions, Pennsylvania.

Muijs, D., & Reynolds, D. (2010). Effective teaching: Evidence and practice. London: Sage Publications.

Mystkowska-Wiertelak, A., & Pawlak, M. (2016). Designing a Tool for Measuring the Interrelationships between L2 WTC, Confidence, Beliefs, Motivation, and Context. Second Language Learning and Teaching, 19-37. DOI: 10.1007/978-3-319-30373-4_2.

Noels, K. (2010). Motivation is a dynamic process over the language course. Paper presented at The American Association for Applied Linguistics.

Oz, H. (2014) Emotional intelligence as a predictor of l2 communication. Procedia: Social and Behavioral Science. 186, 424-430.

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8(422). doi:10.3389/fpsyg.2017.00422.

Richards, J., & Rodgers, T. (2004). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Rimm-Kaufman, S. E., Fan, X., Chiu, Y. J., & You, W. (2007). The contribution of the Responsive Classroom Approach on children's academic achievement: Results from a three-year longitudinal study. Journal of School Psychology, 45(4), 401-421.

Rock, M.L. (2005). Use of Strategic Self-monitoring to Enhance Academic engagement, productivity, and accuracy of students with and without exceptionalities. Journal of Positive Behavior Interventions, 7(1), 3- 16.

Rose, H. (2012). Reconceptualizing strategic learning in the face of self-regulation: Throwing language learning strategies out with the bathwater. Applied Linguistics, 33(1), 92–98.

Savignon, S. J. (2007). Beyond communicative language teaching: What's ahead? Journal of Pragmatics, 39(1), 207-220.

Sendjaya, S., Pekerti, A., Härtel, C., Hirst, G., & Butarbutar, I. (2016). Are authentic leaders always moral? The role of Machiavellianism in the relationship between authentic leadership and morality. Journal of Business Ethics, 133, 125-139.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351–380.

Sosik, J. J., & Dinger, S. L. (2007). Relationships between leadership style and vision content: The moderating role of need for social approval, self-monitoring, and need for social power. Leadership Quarterly, 18, 134-153.

Todd, A.W., Horner, R. H., & Sugai, G. (1999). Self-monitoring and self-recruited praise: Effects on problem behavior, academic engagement, and work completion in a typical classroom. Journal of Positive Behavior Interventions, 1, 66- 76.

Van den Branden, K. (2006). Task-based language education. From theory to practice. Cambridge: Cambridge University Press.

Van Lier, L. (2001). Interaction in the language curriculum: Awareness, autonomy, and authenticity. London: Longman.

Viswambharan, A. P. & Priya, K. R. (2016). Documentary Analysis as a Qualitative Methodology to Explore Disaster Mental Health: Insights from Analyzing    Documentary on Communal Riots. Qualitative Research, 16(1) 43–59.

Walsh, S. (2012). Conceptualizing classroom interactional competence. Novitas-Royal (Research on Youth and Language), 6(1), 1-14.

Wang, Q. (2010). Classroom Interaction and Language Output. English Language Teaching, 3(2), 175-189.

Wilmot, M. P., DeYoung, C. G., Stillwell, D., & Kosinski, M. (2016). Self-monitoring and the meta traits. Journal of Personality, 84, 335-347.

Wolf, H., Spinath, F. M., Riemann, R., & Angleitner, A. (2009). Self-monitoring and personality: A behavioral-genetic study. Personality and Individual Differences, 47, 25-29.

Zarrianabadi, N & Abdi, R. (2011). Willingness to communicate and language learning orientations in the Iranian EFL context. International Education Studies, 4(4), 206-214.

Zimmerman, B. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135–147.

Zohrabi, M. (2013). Mixed-Method Research: Instruments, Validity, Reliability and Reporting Findings. Theory and Practice in Language Studies, 3(2), 254–262.