The Role of Contemplative Teaching in EFL Learners' Speaking Development and Self-Regulation: Learners’ Attitudes
الموضوعات : Research in English Language Pedagogy
Sahar Ahmadpour
1
(Department of English, Bonab Branch, Islamic Azad University, Bonab, Iran)
Hassan Asadollahfam
2
(Department of English, Bonab Branch, Islamic Azad University, Bonab, Iran)
Davud Kuhi
3
(Department of English Language, Maragheh Branch, Islamic Azad University, Maragheh, Iran)
الکلمات المفتاحية: Self-regulation, EFL, speaking, Incentives, Contemplative approach,
ملخص المقالة :
As an effective instructional approach, contemplative teaching has been shown to improve language learning. Nevertheless, its impact on the development of L2 speaking and self-regulation particularly from the perspective of learners has not been examined so far. For this purpose, 62 English as a foreign language (EFL) learners in a language institute in Iran were selected to participate in the study. Participants in the experimental group were exposed to contemplative instruction using the relevant practices, whereas those in the control group received no such instruction. A mixed-methods approach was used in this study for data collection and the obtained data were analyzed through t-tests. The results of statistical analyses failed to demonstrate the effect of the contemplative teaching approach on the speaking skill development of learners. Furthermore, contemplative teaching did not affect the self-regulation behaviors of learners receiving it. And, while learners appreciated some aspects of the contemplative approach, they had concerns about its applicability in teaching speaking. The implications of this study for the teachers who wish to practice contemplative teaching are presented.
Arnold, J. (2011). Seeing through listening comprehension exam anxiety. TESOL Quarterly, 56, 777-786.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior & Human Decision Processes, 50, 248-287.
Bishop, S., Lau, M., Shapiro, S., Carlson, L., Anderson, N., Carmody, J., & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11, 230–242.
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199-231.
Bush, M. (2006). Introduction to a special issue on contemplative practices and education. In C. C. Hill (Ed.), Teachers college press (pp. 1723-1732). Oxford University Press.
Byrnes, K. (2009). Portraits of contemplative teaching: A third way. Proquest Dissertations.
Byrnes, K. (2012). A Portrait of contemplates teaching. Journal of Transformative Education, 10(1), 22-41.
Davidson, R., Kabat-Zinn, J., Schumacher, J., Rosenkranz, M., Muller, D., Santorelli, S., & Sheridan, J. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65, 564–570.
El-Sakka, S. M. F. (2016). Self-regulated strategy instruction for developing speaking proficiency and reducing speaking anxiety of Egyptian University students. English Language Teaching, 9, 22-33.
Ercikan, K., & Roth, W. M. (2006). What good is polarizing research into qualitative and quantitative? Educational Researcher, 35(5), 14-23.
Evans, S., Ferrando, S., Findler, M., Stowell, C., Smart, C., & Haglin, D. (2008). Mindfulness-based cognitive therapy for generalized anxiety disorder. Journal of Anxiety Disorders, 22, 716–721.
Franco, C., Mañas, I., Cangas, A. J., & Gallego, J. (2010). The applications of mindfulness with students of secondary school: Results on the academic performance, self-concept, and anxiety. Knowledge Management, Information Systems, E-Learning, and Sustainability Research, Communications in Computer and Information Science, 111, 83-97.
Gardner, R. C. (2004). Attitude/Motivation Test Battery: International AMTB Research Project (English Version). [Online]. Available from: http://publish.uwo.ca/~gardner/docs/englishamtb.pd
Giveh, F. (2018). Self-Directed Learning via Contemplative Teaching to Promote Reading Comprehension Ability. English Language Teaching, 11(12), 58-76.
Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge University Press.
Gyeltshen, Y. (2016). Contemplative practices and learning: A holistic approach to education in Bhutan. Doctoral Dissertations.
Hart, T. (2004). Opening the contemplative mind in the classroom. Journal of Transformative Education, 2, 28-46.
Hooks, B. (2003). Teaching community: A pedagogy of hope. Routledge.
Jerslid, A. T. (1955). When teachers face themselves. Teachers College Press.
Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience, 7, 109–119.
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10, 144–156.
Khezrlou, S. (2020a). Training planning in second language narrative writing. ELT Journal, 74(1), 49-62.
Khezrlou, S. (2020b). The role of task repetition with direct written corrective feedback in L2 writing complexity, accuracy, and fluency. Journal of Second Language Studies, 3(1), 31-54.
Khezrlou, S. (2019a). Task repetition and corrective feedback: The role of feedback types and structure saliency. English Teaching and Learning, 43(2), 213-233.
Khezrlou, S. (2019b). Effects of timing and availability of isolated FFI on learners’ written accuracy and fluency through task repetition. The Language Learning Journal. doi: 10.1080/09571736.2019.1656765
Khezrlou, S. (2019c). Form-focused instruction in CALL: What do learners think? RELC, 50(2), 235-251.
Khezrlou, S. (2012a). Cognitive strategy training: Improving reading comprehension in the language classroom. Journal of Teaching Language Skills, 3(4), 77-98.
Khezrlou, S. (2012b). The relationship between cognitive and metacognitive strategies, age, and level of education. The Reading Matrix, 12(1), 50-61.
Khezrlou, S., Ellis, R., & Sadeghi, K. (2017). Effects of computer-assisted glosses on EFL learners’ vocabulary acquisition and reading comprehension in three learning conditions. System, 65, 104-116.
Khezrlou, S., & Sadeghi, K. (2012). Self-regulated vocabulary strategy use: Implications for CALL and individual variables. MEXTESOL Journal, 36(1), 1-17.
Kuk, G. (2000). "When to speak again": Self-regulation under facilitation. Group Dynamics: Theory, Research, and Practice, 4(4), 291–306.
Little, D. (2003). Learner autonomy and second/foreign language learning. Subject Centre for Languages, Linguistics and Area Studies Good Practice Guide. http://www.llas.ac.uk/resources/gpg/1409.
Mahjoob, E. (2015). Self-regulation and speaking proficiency in Iranian EFL learners. Journal of Language, Linguistics and Literature, 1(6), 182-188.
Mahmoodi, M., Karampour, F. (2019). Relationship between Iranian intermediate EFL learners' foreign language causal attributions, meta-cognitive self-regulation, and their L2 speaking performance. Journal of Modern Research in English Language Studies, 6(2), 77-53.
McDonough, K., & Mackey, A. (Eds.) (2013). Second language interaction in diverse educational contexts. John Benjamins.
Napoli, M., Krech, P. R., & Holley, L. (2005). Mindfulness training for elementary school students: The attention academy. Journal of Applied School Psychology, 21, 99–125.
Oliver, R., & Philp, J. (2014). Focus on oral interaction. Oxford University Press.
Piaget, J. (1962/1999). Commentary on Vygotsky’s criticisms of Language and thought of the child and judgment and reasoning in the child. In P. Lloyd, & C. Fernyhough (Eds.), Lev Vygotsky, Critical Assessments: Volume I. Vygotsky’s Theory (pp. 241–260). Routledge (L. Smith, trans; original work published in 1962).
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Prentice-Hall.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (Mslq). Educational and Psychological Measurement.
Ramsburg, J. R., & Youmans, R. J. (2014). Meditation in the higher-education classroom: Meditation training improves student knowledge retention during lectures. Mindfulness, 5(4), 431-441.
Roeser, R. W., & Peck, S.C. (2009). An education in awareness: Self-motivation and self-regulated learning in contemplative. Journal of Educational Psychologist, 44, 119-136.
Sable, D. (2014). Reason in the service of the heart: The impacts of contemplative practices on critical thinking. The Journal of Contemplative Inquiry, 1(1), 23-49.
Sadeghi, K., & Khezrlou, S. (2012). Glossing mode in self-regulated vocabulary learning, and its relationship with gender, age, and field of study. The Journal of Asia TEFL, 9(3), 51-74.
Sadeghi, K., & Khezrlou, S. (2016). The experience of burnout among English language teachers in Iran: Self and other determinants. Teacher Development, 20(5), 1-17.
Sadeghi, K., Khezrlou, S., & Modirkhameneh, S. (2017). CALLing Iranian learners of L2 English: Effect of gloss type on lexical retention and academic reading performance under different learning conditions. Journal of Research in Reading, 40(1), 66-86.
Schlesiger, H. (1995). The effectiveness of anxiety reduction techniques in the foreign language classroom. Unpublished doctoral dissertation, University of Texas, Austin, USA.
Scida, E. E., & Jones, J. N. (2017). The impact of contemplative practices on foreign language anxiety and learning. Studies in Second Language Learning and Teaching, 4, 573-599.
Schunk, D. (2001). Social cognitive theory and self-regulated learning. Pragmon.
Segalowitz, N. (2010). Cognitive bases of second language fluency. Routledge.
Senge, P., Scharmer, C. O., Jaoworski, J., & Flowers, B. S. (2004). Presence: An exploration of profound change in people, organization, and society. Random house.
Shoja, E. Z. (2011). Foreign Language Education and Environmental Consciousness. Encounter: Education for Meaning and Social Justice, 24(3), 26-31.
Tang, Y., Ma, Y., Wang, J., Fan, T., Feng, S., Lu, Q., Sui, D., & Posner, M. (2007). Short-term meditation training improves attention and self-regulation. Proceedings of the National Academy of Sciences, 43, 17152–17156.
Tavallali, E., & Marzban, A. (2014). Instructional efficacy of self-regulated learning on Iranian EFL learners’ speaking ability. Journal of Studies in Learning and Teaching English, 2(7), 83-100.
Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage.
Valentine, E., & Sweet, P. (1999). Meditation and attention: A comparison of the effects of concentrative and mindfulness meditation on sustained attention. Mental Health, Religion & Culture, 2, 59–70.
Vygotsky, L. (1981). The development of higher forms of attention in childhood. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 189–240). Sharpe (J. V. Wertsch, trans.).
Wagener, U. (2013). Young children’s self-regulated learning: What does it look like in the classroom? Journal of Child and Youth Development, 1(1) 91-120.
Weick, K., & Sutcliffe, K. (2006). Mindfulness and the quality of organizational attention. Organization Science, 17, 514–524.
Wise, A. F., & Hsiao, Y-T. (2019). Self-regulation in online discussions: Aligning data streams to investigate relationships between speaking, listening, and task conditions. Computers in Human Behavior, 25, 1-2.
Xiao, S., & Yang, A. (2019). Developing higher-order comprehension in the middle grades. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 510-530). Routledge.
Yamada, K., & Victor, T. L. (2012). The impact of mindful awareness practices on college student health, well-being, and capacity for learning: A pilot study. Psychology Learning & Teaching, 11(2), 139-145.
Zajonc, A. (2008). Mediation as contemplative inquiry: When knowing becomes love. Lindisfarne Press.
Zarinshoja, E. (2011). A Holistic art-based approach to TEFL for environmental awareness. Thesis in Master of Arts Azad University, Tehran, Iran.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge.
Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 299-315). Routledge
