Contradictions in Writing Anxiety: A Qualitative Case Study of Expansive Learning among Iranian EFL Learners

Subject Areas : All areas of language and translation

Mohsen  Nazari ¹ (PhD Candidate, Department of English Language and Literature, Payameh Noor University, Iran)
Maryam  Farnia ² (Assistant Professor of Applied Linguistics, Department of English Language and Literature, Payameh Noor University, Iran)
Behzad  ghonsooly ³ (Professor of Applied Linguistics, Department of English Language and Literature, Ferdowsi University of Mashhad, Iran)
Manoochehr  Jafarigohar ⁴ (Associate Professor of Applied Linguistics, Department of English Language and Literature, Payameh Noor University, Iran)

Received: 2019-07-03 Accepted : 2019-07-03 Published : 2019-01-01

Keywords:

References:

Akkerman, S., Admiraal, W., Simons, R. J., & Niessen, T. (2006). Considering diversity: Multivoicedness in international academic collaboration. Culture & Psychology, 12(4), 461-485.

Aljafen, B. S. (2013). Writing anxiety among EFL Saudi students in science colleges and departments at a Saudi university. Unpublished MA thesis. Indiana University of Pennsyvania.

Ameri-Golestan, A., & Nezakat-Alhossaini, M. (2017). Long-Term Effects of Collaborative Task Planning vs. Individual Task Planning on Persian-Speaking EFL Learners’ Writing Performance. Research in Applied Linguistics, 8(1), 146-164. doi:10.22055/rals.2017.12617

Angrosino, M. (2007). Qualitative Research kit: Doing ethnographic and observational research. London: SAGE Publications Ltd.

Atay, D., & Kurt, G. (2006). Prospective teachers and L2 writing anxiety. Asian EFL Journal, 8(4), 100-118.

Barabadi, E., & Razmjoo, S. A. (2015). An activity theory analysis of ELT reform in Iranian public schools. Iranian Journal of Applied Linguistics, 18(1), 127-166.

Barabadi, E., & Razmjoo, S. A. (2016). The Emergence of Various Contradictions in Iranian High School English Education under the New CLT-Based Curriculum. Journal of Teaching Language Skills, 35(3), 41-64.

Bates, M. (2008). Work‐integrated curricula in university programs. Higher Education Research & Development, 27(4), 305-317.

Beighton, C. (2016). Expansive learning in professional contexts: A materialist perspective: Springer.

Cheng, Y.-S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of second language writing, 13(4), 313-335.

Cole, M. (1998). Cultural psychology: A once and future discipline: Harvard University Press.

Creswell, J. W. (2009). Editorial: Mapping the field of mixed methods research  Journal of Mixed Methods Research, 3(2), 95-108. doi:10.1177/1558689808330883

Elahi, S. M., Rahmani, S., & Sorayyaee, L. (2016). On the exploration of the ecology of English language teachers’ personal styles in Iran. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 12.

Elahi, S. M., & Taherian, T. (2018). Longitudinal examination of university students’ foreign language enjoyment and foreign language classroom anxiety in the course of general English: latent growth curve modeling. International Journal of Bilingual Education and Bilingualism, 1-19. doi:10.1080/13670050.2018.1441804

Engestrom, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.

Engestrom, Y. (1999). Innovative learning in work teams: Analyzing cycles of knowledge creation in practice. Perspectives on Activity Theory, 377-404.

Engestrom, Y. (2008). From design experiments to formative interventions. Paper presented at the Proceedings of the 8th international conference on International conference for the learning sciences-Volume 1.

Engestrom, Y. (2010). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of education and work, 14(1), 133-156.

Engestrom, Y. (2016). Studies in expansive learning: Learning what is not yet there. Cambridge Cambridge University Press.

Engestrom, Y. (2017). Expanding the scope of science education: an activity-theoretical perspective. In K. J. Kaisa Hahl, Jarkko Lampiselkä,  Anna Uitto, Jari Lavonen (Ed.), Cognitive and Affective Aspects in Science Education Research (pp. 357-370): Springer.

Engestrom, Y. (2018). Expansive learning: Towards an activity-theoretical reconceptualization. In K. Illeris (Ed.), Contemporary theories of learning (2 ed., pp. 46-65). London: Routledge.

Gibbes, M., & Carson, L. (2014). Project-based language learning: an activity theory analysis. Innovation in language learning and teaching, 8(2), 171-189.

Goodchild, S., & Sriraman, B. (2012). Revisiting the didactic triangle: from the particular to the general. Zdm, 44(5), 581-585.

Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field methods, 18(1), 59-82.

Haddad, M. T. A. (2018). Writing Anxiety and the Use of Subordinate Clauses in the Written Compositions of Jordanian EFL Undergraduate Students. Theory and Practice in Language Studies, 8(4), 404-409.

Horwitz, E. (2001). Language anxiety and achievement. Annual review of applied linguistics, 21, 112-126.

Kasbi, S., & Elahi, S. M. (2017). Ecological understanding of foreign language speaking anxiety: emerging patterns and dynamic systems. Asian-Pacific Journal of Second and Foreign Language Education, 2(1), 2.

Langemeyer, I. (2012). Contradictions in expansive learning Encyclopedia of the Sciences of Learning (pp. 807-810): Springer.

Leavy, P. (2014). The Oxford handbook of qualitative research. Oxford: Oxford library of psychology.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry (Vol. 75). Beverly Hills, CA: Sage.

Long, N. (2001). Development sociology: Actor perspectives. London: Routledge.

Mason, M. (2010). Sample size and saturation in PhD studies using qualitative interviews. Paper presented at the Forum qualitative Sozialforschung/Forum: qualitative social research.

Midgley, G. (2000). Systemic intervention Systemic Intervention (pp. 113-133). Boston: Springer.

Mohebbi, F., Azarnoosh, M., & Abdolmanafi Rokni, S. J. (2016). The Relationship between EFL Learners’ Anxiety and Writing Complexity. International Journal of Foreign Language Teaching and Research, 4(14), 47-67.

Mwanza, D. (2002). Towards an activity-oriented design method for HCI research and practice. Open University.  

Mwanza, D. (2011). Activity-Oriented Design Method (AODM): Towards an Activity-Oriented Design Method for HCI Research and Practice: LAP LAMBERT Academic Publishing GmbH & Co. KG.

Nelson, C. P. (2002). Contradictions in learning to write in a second language classroom: Insights from radical constructivism, activity theory, and complexity theory. (PhD), Texas at Austin, Austin.  

Patton, M. Q. (2001). Qualitative evaluation and research methods (3rd ed ed.). Newbury Park, CA: Sage Publications.

Rezaei, M., Jafari, S., & Younas, M. (2014). Iranian EFL students’ writing anxiety: levels, causes and implications. English for Specific Purposes World, 42(15), 1-10.

Ritchie, J., Lewis, J., & Elam, R. G. (2013). Selecting samples. Qualitative research practice: A guide for social science students and researchers, 111.

 

Sannino, A., & Engestrom, Y. (2017). Studies of expansive learning: Foundations, findings and future challenges Introduction to Vygotsky (pp. 100-146): Routledge.

Scanlon, E., & Issroff, K. (2005). Activity theory and higher education: Evaluating learning technologies. Journal of Computer Assisted Learning, 21(6), 430-439.

Tracy, S. J. (2013). Qualitative research methods. UK: Wiley-Blackwell.

Vygotsky, L. S. (1978). Mind in society: The development of higher mental process: Cambridge, MA: Harvard University Press.

Yamagata-Lynch, L. C. (2010). Activity systems analysis methods: Understanding complex learning environments: Springer Science & Business Media.