Volume 15, Issue 5 (2024)
LRR 2024, 15(5): 1-34 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Derakhshan A, Shakki F. How Innovative are Innovative Research Approaches in the Psychology of the Language Teachers and Learners: A State-of-the-Art Review. LRR 2024; 15 (5) :1-34
URL: http://lrr.modares.ac.ir/article-14-75866-en.html
URL: http://lrr.modares.ac.ir/article-14-75866-en.html
1- Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran , a.derakhshan@gu.ac.ir
2- Postdoctoral Researcher, Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran
2- Postdoctoral Researcher, Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran
Abstract: (1783 Views)
The success of language teachers and learners is definitively pertinent to the emotions they experience in academic environments. Accordingly, the factors impacting language teachers’ and learners’ emotions must be recognized. Many scholars have scrutinized emotional variables in response to this necessity through various methodological approaches. The present study aims to evaluate some of the innovative approaches to assessing emotional factors to see how innovative they are and review their positive points and shortcomings. To do so, Q Methodology (Q), idiodynamic method, Latent Growth Curve Modeling (LGCM), Process Tracing Approach (PTA), Social Network Analysis (SNA), Nested Ecosystem Model (Ecological approach), and Retrodictive Qualitative Modeling (RQM) methods have been selected to be reviewed in this research. The findings highlight several strengths and weaknesses of each of the methodological approaches. It has also been reported that these approaches need to be context-specific and person-sensitive to generate more accurate data. Among the approaches, PTA and SNA have received scant attention in the investigation of emotional factors since the data in these two approaches cannot be reported precisely in narrative form. Our study would be conducive for all researchers, notably those working in the field of language teachers’ and learners’ psychology.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |