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The book presents theoretical considerations as well as the results
of empirical research on the existence of "directed motivational
current" (DMC) experiences among Iranian English as a foreign
language (EFL) learners in order to provide insights into how a DMC
is triggered and launched, and to explore whether the key
characteristics of DMCs could be detected in language learners'
experiences in Iran. Although Doernyei et al. (2016) claimed that
language learners who experience a DMC may have an amalgamation of
several positive emotions, they did not present any evidence of
whether these feelings exert any impact on learners' willingness to
take part in language learning situations (willingness to
communicate (WTC)), their confidence to use their L2, their
self-perceptions, and the extent to which they independently try to
learn English inside and outside the classroom context (language
learner autonomy). This book extensively studies DMCs in an EFL
setting and examines how such experiences affect language learners'
WTC, self-concept, language learner autonomy, and self-confidence.
This edited collection provides a state-of-the art overview of
research on willingness to communicate (WTC) in a second and
foreign language. In particular, it includes innovative studies
seeking to demonstrate the ways in which WTC can be examined within
the framework of complex dynamic systems, how the construct is
related to self-assessment, reticence and extroversion, and what is
signifies in the case of immigrants. Another group of papers is
related to the role of technology in fostering WTC in different
contexts. The volume also comprises papers that touch on
methodological issues in the study of WTC such as experience case
sampling, the network approach or the integration of the macro- and
micro-perspective. The book will be of values to researchers
interested in the study of WTC but will also provide inspiration
for students, teachers and materials writers.
This open access book examines how creating a national brand
assisted Qatar in absorbing the shock and awe following the
outburst of the crisis with Saudi Arabia, Bahrain, Egypt, and the
United Arab Emirates in May 2017. The authors discuss the country's
diplomatic performance, which was characterized by five main
factors that helped Qatar to deal with the crisis successfully.
These factors include the failure of the element of surprise, years
of building Qatar's national brand, Qatar's arsenal of soft power,
international alliances, and the opponents' quandary. This book
further scrutinizes Qatar's role in the region and all questions
related to this role through the lenses of its nation brand. The
book provides explanations for the success of Qatar in absorbing
the "shock and awe" in the early stage of the last Gulf crisis,
presenting various arguments on how establishing a nation brand
helped Qatar to deal with the crisis successfully. The book follows
an original approach that views the Qatari case from a scientific
perspective, investigating the art of nation branding. It will
appeal to students, researchers, and scholars of international
relations, psychology, political science, and journalism, as well
as policy-makers interested in a better understanding of soft
power, nation branding, Middle East studies, and diplomacy.
This edited volume brings together large-scale research as well as
case studies from a range of geographical contexts and represents a
variety of educational settings involving second language learners
and users. Its aim is to explore the interrelated issues of
psychology and technology use in second language learning settings
as well as in more autonomous environments. As language learning
professionals continue to devote more time and attention to making
various technological tools an integral part of the classroom, it
is just as important to understand the influences that these tools
have on the psychological state of the learners who use them. In
consideration of this objective, the volume examines factors such
as learner attitudes and motivation, emotion and behaviour, and the
cognitive processes that are at play in the minds of the language
users. This volume will be of interest not only to language
teachers but also to researchers working in second language
acquisition (SLA), applied linguistics, and educational psychology.
This edited volume brings together large-scale research as well as
case studies from a range of geographical contexts and represents a
variety of educational settings involving second language learners
and users. Its aim is to explore the interrelated issues of
psychology and technology use in second language learning settings
as well as in more autonomous environments. As language learning
professionals continue to devote more time and attention to making
various technological tools an integral part of the classroom, it
is just as important to understand the influences that these tools
have on the psychological state of the learners who use them. In
consideration of this objective, the volume examines factors such
as learner attitudes and motivation, emotion and behaviour, and the
cognitive processes that are at play in the minds of the language
users. This volume will be of interest not only to language
teachers but also to researchers working in second language
acquisition (SLA), applied linguistics, and educational psychology.
This edited collection provides a state-of-the art overview of
research on willingness to communicate (WTC) in a second and
foreign language. In particular, it includes innovative studies
seeking to demonstrate the ways in which WTC can be examined within
the framework of complex dynamic systems, how the construct is
related to self-assessment, reticence and extroversion, and what is
signifies in the case of immigrants. Another group of papers is
related to the role of technology in fostering WTC in different
contexts. The volume also comprises papers that touch on
methodological issues in the study of WTC such as experience case
sampling, the network approach or the integration of the macro- and
micro-perspective. The book will be of values to researchers
interested in the study of WTC but will also provide inspiration
for students, teachers and materials writers.
This open access book examines how creating a national brand
assisted Qatar in absorbing the shock and awe following the
outburst of the crisis with Saudi Arabia, Bahrain, Egypt, and the
United Arab Emirates in May 2017. The authors discuss the country's
diplomatic performance, which was characterized by five main
factors that helped Qatar to deal with the crisis successfully.
These factors include the failure of the element of surprise, years
of building Qatar's national brand, Qatar's arsenal of soft power,
international alliances, and the opponents' quandary. This book
further scrutinizes Qatar's role in the region and all questions
related to this role through the lenses of its nation brand. The
book provides explanations for the success of Qatar in absorbing
the "shock and awe" in the early stage of the last Gulf crisis,
presenting various arguments on how establishing a nation brand
helped Qatar to deal with the crisis successfully. The book follows
an original approach that views the Qatari case from a scientific
perspective, investigating the art of nation branding. It will
appeal to students, researchers, and scholars of international
relations, psychology, political science, and journalism, as well
as policy-makers interested in a better understanding of soft
power, nation branding, Middle East studies, and diplomacy.
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