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 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 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 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.