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All Journal LLT Journal: A Journal on Language and Language Teaching Acuity : Journal of English Language Pedagogy, Literature and Culture
Aghayani, Behnam
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Project-Based Learning: Beyond a Means to Promote Language Skills Aghayani, Behnam
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 1 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v9i1.3258

Abstract

Considering the importance of project-based learning in EFL context, the present study first aims to review the studies that have investigated the effect of project-based learning on language skills in the last decade, while the second, using sociocultural theory as a theoretical framework, explores EFL learners’ attitudes toward project-based learning. In addition, the differences between female and male EFL learners’ attitudes toward project-based learning examined in this study. In order to reach this goal, a sample of 210 Iranian university EFL learners both female (n=150) and male (n=60) participated in this study. A project-based learning questionnaire was used to collect the required data using a 6-point Likert scale. The results revealed that EFL learners had positive attitude toward project-based learning. Moreover, based on the data analysis, there were no significant differences between female and male responses to the questionnaire items except two questions in which female learners were more positive than male learners. The results of the study could be of interest both to EFL teachers who want to engage their students in project-based learning and to researchers who seek to investigate on the effect of project-based learning among different genders.
ZOLTÁN DÖRNYEI’S IMPACT ON LANGUAGE ACQUISITION AND EDUCATION STUDIES: A SCOPUS-BASED BIBLIOMETRIC STUDY (1991-2023) Syahid, Abdul; Aghayani, Behnam
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i2.8058

Abstract

Previous literature reviews and bibliometric studies have paid much attention to the scientific outputs of Zoltán Dörnyei, a leading figure in the field of second language acquisition and education. However, little attention has been paid to his scholarly impact. This study aims to analyze all publications citing his 87 works in Scopus. Bibliometrix, a comprehensive bibliometric tool, was run to analyze 7,621 documents published in 1,970 sources by 9,226 authors of 2,652 institutions across 99 countries between 1991 and 2023. The analyses include the publication trend, research contributors, including authors, document elements including keywords, collaboration networks of research contributors, shared references, and frequently used keywords. Although most documents were written in English in the fields of social sciences as well as arts and humanities, his impact could be observed across other subject areas and languages. Further discussion elaborated on four major themes of the publications, including motivation, L2 motivational self-system, language learning, and positive psychology. This study could provide researchers and educators with valuable insights into understanding and improving language acquisition processes based on Dörnyei’s incalculable intellectual contribution. As this study focused on quantitative citation analysis, future research on how Dörnyei’s works were cited could provide deeper insights into his impact.
ROLE OF FOREIGN LANGUAGE TEACHING ENJOYMENT ON BURNOUT AND RESILIENCE: RESULTS FROM EFL TEACHERS Aghayani, Behnam; Mohamadi, Samira; Rekabizadeh, Forough; Bakhtiari, Mahsa
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i1.8018

Abstract

Foreign language teachers often face distinct challenges in their professional journey, which can lead to burnout and decreased resilience. Foreign Language Teaching Enjoyment (FLTE) is an emotion that can help teachers overcome such challenges and difficulties. This study firstly examines the relationship between EFL teachers’ FLTE and their burnout, and secondly explores the relationship between EFL teachers’ FLTE and their resilience. The study also investigates the influence of EFL teachers’ FLTE on their burnout. The participants were 204 Iranian EFL teachers, comprising 140 females and 64 males. In the data collection, the participants responded to three online questionnaires, namely the Foreign Language Teaching Enjoyment Scale (FLTES), the Burnout Scale, and the Resilience Scale. The results of Pearson product-moment correlation indicated that EFL teachers’ FLTE was associated with both their burnout and their resilience. Moreover, the regression analysis showed that EFL teachers’ FLTE significantly predicted their burnout. The findings can help teachers set up a successful teaching and learning environment by boosting their sense of well-being. Education stakeholders can also utilize these findings to improve job satisfaction. 
Co-Authors Abdul Syahid Bakhtiari, Mahsa Mohamadi, Samira Rekabizadeh, Forough