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Stretching Boundaries INTERNATIONAL ASSOCIATION FOR THE PSYCHOLOGY OF LANGUAGE LEARNING STRETCHING BOUNDARIES Papers from the Third International Psychology of Language Learning Conference, Tokyo, Japan. 7-10 June, 2018 Stretching Boundaries. Papers from the Third International Psychology of Language Learning Conference, Tokyo. Japan 7-10 June, 2018. Edited by Jo Mynard and Imelda K. Brady International Association for the Psychology of Language Learning (IAPLL) Published by IAPLL ISBN: 9780463294192 Stretching Boundaries. Papers from the Third International Psychology of Language Learning Conference, Tokyo. Japan 7-10 June, 2018. Edited by Jo Mynard and Imelda K. Brady International Association for the Psychology of Language Learning (IAPLL) http://www.iapll.com/ LIST OF CONTRIBUTORS Sonja Babić Yoshifumi Fukada University of Graz, Austria Meisei University, Japan [email protected] [email protected] R. Kirk Belnap Tetsuya Fukuda Brigham Young University, USA International Christian University, Japan [email protected] [email protected] Imelda K. Brady Cynthia E. Gonzalez Ministry of Defence University Centre, Spain Temple University, Japan [email protected] [email protected] Stephen Scott Brewer Tammy Gregersen Université Paris-Est Créteil (ESPE), France American University of Sharjah, UAE [email protected] [email protected] Damon Brewster Tomoko Hashimoto J. F. Oberlin university, Japan Meiji University, Japan [email protected] [email protected] Katarzyna Budzińska Emiko Hirosawa Lodz University of Technology, Poland Waseda Jitsugyo Primary School, Japan [email protected] [email protected] Brian Cullen Phil Hiver Nagoya Institute of Technology, Japan Florida State University, USA [email protected] [email protected] Wendy Davis Elaine K. Horwitz Temple University, Japan University of Texas at Austin, USA [email protected] [email protected] Dan P. Dewey Yuko Inada Brigham Young University, USA Kansai University, Japan [email protected] [email protected] Nathan Ducker Daniel O. Jackson Miyazaki Municipal University, Japan Kanda University of International Studies, Japan [email protected] [email protected] James A. Elwood Yoneko Kanaoka Meiji University, Japan Kapi‘olani Community College, Hawai‘i [email protected] [email protected]; Joseph Falout Madoka Kawano Nihon University, Japan Meiji University, Japan [email protected] [email protected] Angela Marli Karsten Tsunoda Anne Mette Nyvad Gunma Prefectural Women's University, Japan Aarhus University, Denmark [email protected] [email protected] Chihiro Kinoshita Thomson Erina Ogawa UNSW Sydney, Australia Daito Bunka University, Japan [email protected] [email protected] Yuya Koga Yuki Ota Meiji University, Japan Seitoku University, Japan [email protected] [email protected] Masako Kumazawa Nicole Otero J. F. Oberlin university, Japan Kapi‘olani Community College, Hawai‘i [email protected] [email protected] Vashti Lee Wang Ping Brigham Young University, USA Northeast Normal University, China [email protected] [email protected] Honggangi Liu Richard Pinner Northeast Normal University, China Sophia University, Japan [email protected] [email protected] Peter MacIntyre Stephen Ryan Cape Breton University, Canada Waseda University, Japan [email protected] [email protected] Sarah Mercer Richard J. Sampson University of Graz, Austria Gunma University, Japan [email protected] [email protected] Tamami Mori Russell Sarwar Kabir UNSW Sydney, Australia Hiroshima University, Japan [email protected] [email protected] Yoko Munezane Scott J. Shelton-Strong Rikkyo University, Japan Kanda University of International Studies, Japan [email protected] [email protected] Tim Murphey Reijirou Shibasaki Kanda University of International Studies, Japan Meiji University, Japan [email protected] [email protected] Jo Mynard Aaron C. Sponseller Kanda University of International Studies, Japan Osaka Jogakuin University, Japan [email protected] [email protected] Maiko Nakamura Kyle Talbot Tsurukawa College, Japan University of Graz, Austria [email protected] [email protected] Nathan Thomas Hiromi Tsuda University of Oxford, UK Meiji University, Japan [email protected] [email protected] Kyoko Tomikura Dorota Werbińska Waseda University, Japan Pomeranian University, Poland [email protected] [email protected] Caroline Torres Hiroki Yamamoto Kapi‘olani Community College, Hawai‘i Hyogo University of Teacher Education, Japan [email protected] [email protected] Hannah Trimble Tomoko Yashima Brigham Young University, USA Kansai University, Japan [email protected] [email protected] CONTENTS Foreword 1 Stephen Ryan 1. Introduction 3 Jo Mynard and Imelda K. Brady 2. Stretching the Boundaries, Meeting the New Challenges: 8 A Review of PLL3 Wang Ping and Honggang Liu Part 1: The L2 Learner and L2 Learning 3. Simply Researching Complexity in Language Learning and Teaching 13 Richard J. Sampson, Richard Pinner, Joseph Falout, and Tomoko Yashima Paper 1: Exploring Classroom L2 Learner Psychology through Complexity 13 Thinking Richard J. Sampson Paper 2: “It’s Simple in Retrospect”: Using Autoethnography within a 16 Complexity Paradigm Richard Pinner Paper 3: Researching Complex Imageries of Self and Others: 18 The Analyze-then-aggregate Approach Joseph Falout Paper 4: Nested Systems and their Interactions: Dynamic WTC in the 20 Classroom Tomoko Yashima 4. Positive Institutions: Case Study 24 Katarzyna Budzińska 5. Practical Positive Psychology Activities for the Language Classroom 27 Brian Cullen 6. Mechanisms (Dis)Connecting WTC and Speech 30 Nathan Ducker 7. Investigating the Change in Willingness to Communicate Factors in an 33 Adult Foreign Language Learner’s History Cynthia E. Gonzalez 8. Motivating English Learning Through Foreign Students’ Visitations In 36 5th Graders Emiko Hirosawa 9. Learner Perceptions of Active Learning: Some Issues of Poster Session 38 Activities in ESP University Classes Madoka Kawano, James A. Elwood, Yuya Koga, and Reijirou Shibasaki 10. Mental Contrasting with Implementation Intentions, Social Networking 41 and Second Language Development Vashti Lee, Dan P. Dewey, Hannah Trimble, and R. Kirk Belnap 11. Constructive Conflict Resolution Strategy and Willingness to Communicate 44 as predictors of Intercultural Communicative Competence Yoko Munezane 12. Stretching Boundaries with Social Testing and Self-Evaluations in 47 Language Classes Tim Murphey 13. Perspective and Attitude Toward English of Japanese Kindergarten Parents 49 Maiko Nakamura and Tomoko Hashimoto 14. Diversity of Feelings in the L2 Classroom 54 Richard J. Sampson 15. Incorporating Affective Factors into Self-directed Learning Courses 59 Scott J. Shelton-Strong and Jo Mynard 16. The Impact of Place-Based Learning on ESL Community College Students’ 62 Attitudes and Engagement Caroline Torres, Yoneko Kanaoka, and Nicole Otero 17. The Effect of “Free Presentation” and Students’ Motivation on Japanese 65 Language Learning Kyoko Tomikura 18. Psycho-emotional Elements Underlining L2 Directed Motivational 67 Currents: Insights from within Japan Angela Marli Karsten Tsunoda 19. Practice for Collaborative Development of Vocabulary Learning Strategies 70 Hiroki Yamamoto and Hiromi Tsuda Part 2: The Self and Identity in Language Learning 20. Motivational Variables in Students of Translation & Interpretation Studies 74 Imelda K. Brady 21. Exploring Pre-Reflective ‘Use of Self’ in L2 Learning: Vermersch’s 77 Explicitation Interview Technique Stephen Scott Brewer 22. Raising Metacognitive Awareness Using Ideal Classmates 79 Wendy Davis 23. Socio-motivational Effects of Visualizing Ideal L2 Classmates: 82 A Randomized Treatment Study Yoshifumi Fukada, Tetsuya Fukuda, Joseph Falout, and Tim Murphey 24. Stretching the Boundaries of Learner Identity in Interlanguage Development 85 Anne Mette Nyvad 25. Stretching Identity Boundaries through Study Abroad 88 Erina Ogawa 26. Validating the Sojourner Self-Efficacy in Communication Scale (SSEC) 90 for Japanese University Students Aaron C. Sponseller and Russell Sarwar Kabir 27. Boundary Crossing as L2 Learning Experience: A Case of a Japanese 94 Program at an Australian University. Chihiro Kinoshita Thomson and Tamami Mori Part 3: Language Teachers and Teaching 28. Language Teacher Well-being 98 Kyle Talbot, Sarah Mercer, Elaine Horwitz, Tammy Grehersen, Peter MacIntyre, and Phil Hiver Paper 1: Teacher Well-Being and Teacher Identity: How Language 98 Anxiety Can Undermine Teacher’s Well-Being and Language Teaching Effectiveness Elaine Horwitz Paper 2: Teacher Well-Being, Exemplary Teaching, and the Social Ecology 98 of the L2 Classroom Phil Hiver Paper 3: Self-Regulation and Subjective Well-Being of University English 99 Language Teachers Kyle Talbot Paper 4: The Wellbeing of First-Year EFL Teachers: Learning How to 99 Flourish Sarah Mercer Paper 5: Signature Strengths as a Gateway to More Effective Language 100 Teacher Mentoring Tammy Gregersen and Peter MacIntyre 29. Transitioning in Third-age Language Teachers’ Psychological Resilience 101 Through Continuity Sonja Babić 30. Pre-service Language Teacher Noticing of Anxiety During Task-based 104 Interaction Daniel O. Jackson 31. Effectiveness and Training of Student Teachers as Motivators for 108 Low-level Language Learners Yuki Ota 32. Teachers as People: Professional Pathways of Three Retired Language 111
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