The Correspondence Between Students' and Teachers' Views on Teachers' Emotional Scaffolding Strategies in English Classes in Iran.

Academic emotions can play a major role in students' learning in their English classes. The literature about emotional scaffolding strategies is not widely developed; most of the studies merely focus on negative emotions in EFL contexts. However, in today's world of varied psychological elements, it is more critical than ever before to scaffold students' positive emotions to provide more opportunities for their classroom engagement. This study is to explore teachers' strategies of enhancing students' positive emotions in English classes in Iran. To investigate the correspondence between students' and teachers' views on the effective emotional scaffolding strategies of English teachers, an exploratory sequential mixed-methods design was conducted. First, the researcher conducted semi-structured interviews with 11 high school students of Salami School in Kazeroun to collect in-depth qualitative data. Then, the interview-based Likert scale questionnaires were distributed and completed by 60 high school English teachers in Kazeroun for the quantitative data. According to the teachers' self-reports, expressing optimism and hope about the students' future lives and prospective jobs was the most frequently used strategy. There was a significant difference among the teachers' views on the emotional scaffolding strategies. Moreover, some of the strategies taken into consideration as effective strategies by the students are the least frequently used ones according to the teachers' reports. The results and findings have several theoretical and practical implications for English teachers in EFL contexts; they might bolster their understanding of appropriate emotional scaffolding strategies preparing them to play a contributing role as great facilitators in English classes.

Joint Growth Trajectories of Trait Emotional Intelligence Subdomains Among L2 Language Learners: Estimating a Second-Order Factor-of-Curves Model With Emotion Perception.

The present study assessed the developmental dynamics of trait emotional intelligence (TEI) and its subdomains during English as a foreign language (EFL) learning in a longitudinal study. A sample of 309 EFL learners (217 females, 92 males) was used to assess the trajectories of the global factor of TEI and the parallel development of the TEI subdomains over 1 year in the context of the EFL classroom using parallel process modeling (PPM) and factor of curve modeling (FCM). Additionally, emotion perception (EP) was used as a distal outcome to investigate how growth parameters, including intercept and slope factors in a TEI-FCM, influence the distal outcome of EP. The results revealed that there was sufficient inter-individual variation and intra-individual trends within each subdomain and a significant increase over time across the four subdomains. Additionally, concerning the covariances within and among the subdomains of TEI, the PPM results revealed moderate to high associations between the intercept and slope growth factors within and between these subdomains. Finally, regarding the direct association of the global growth factors (intercept and slope) of TEI on EP, the results indicated that the intercept and slope of global TEI were associated with EP (γ0 = 1.127, p < 0.001; γ1 = 0.321, p < 0.001). Specifically, the intercepts and slopes of emotionality and sociability turned out to be significantly linked to EP (γ03 = 1.311, p < 0.001; γ13 = 0.684, p < 0.001; γ04 = 0.497, p < 0.001; γ14 = 0.127, p < 0.001). These results suggest the dynamicity of TEI during learning a foreign language are discussed in this study in light of the potential variables associated with TEI and its related literature.

Perfectionism, Self-Efficacy Components, and Metacognitive Listening Strategy Use: A Multicategorical Multiple Mediation Analysis.

The present investigation examined the effect of perfectionism on metacognitive listening strategy (MLS) use through the components of self-efficacy (initiative, effort, and persistence) among a sample of 117 Iranian English as a Foreign Language university students. Cluster analysis was utilized to identify the perfectionistic clusters. The resulting analysis yielded a three-cluster solution (adaptive, maladaptive, and non-perfectionist). Multicategorical multiple mediation analysis was then used to explore the relative direct, indirect, and total effects and to test the postulated hypotheses of the study. Results indicated that adaptive perfectionism was associated with higher levels of effort and persistence, leading to greater MLS use. Regarding the initiative subscale, no significant differences were observed among the three perfectionist groups. Maladaptive perfectionists showed high levels of effort investment but not persistence. Mediation analysis did not support self-efficacy components as the mediators of the relationship between perfectionism and MLS use. Among self-efficacy components, only effort exerted a positive effect on MLS use. Results are discussed in terms of implications for future research and classroom practice.