Aug 2026· Theory and Practice in Language Studies· Vol 16, pp. 2560-2568· 0 citations
Abstract
Grounded in Sociocultural Theory (SCT), this mixed-method study investigates the underexplored emotional and motivational dimensions of peer scaffolding in academic writing among Vietnamese EFL university students. Addressing the dominance of cognitively oriented research, the study examines learners’ perceptions and experiences of affective support in collaborative writing. Data were collected through surveys (N=150), interviews (N=20), and observations of peer interactions (10 dyads). Findings reveal a strong shared perception of the emotional value of peer scaffolding (M = 4.19/5) and identify a two-layer support system combining dynamic peer motivation and emotional support, forming an Emotional ZPD that facilitates cognitive risk-taking. However, Confucian face-saving norms simultaneously foster harmony and constrain critical feedback. The study advances SCT by operationalizing perezhivanie and extending the concept of Emotional ZPD with pedagogical implications for similar EFL contexts.
As adolescents face mounting academic pressure, Social and Emotional Learning (SEL), though widely implemented, often slips into an “obedience trap”: one that emphasizes compliance over genuine student autonomy. Grounded in Self-Determination Theory (SDT) and a proposed four-tier “inside-out” model, this paper utilizes...
This study investigates how speaking demotivation is experienced and interpreted by Iranian English as a Foreign Language learners and teachers through the lens of Self-Determination Theory (SDT), with particular attention to autonomy, competence, and relatedness. Thirty participants (15 learners and 15 teachers) from...
M. Davari, Arash Javadinejad· Language Teaching Research· 0 citations
This phenomenological study explored the social and emotional challenges of eight (8) purposively selected intermediate learners at Tomas Morato Elementary School for the academic year 2024-2025. Using semi-structured interviews and thematic analysis, the research captured the lived experiences of students navigating d...
Eunis Ann Campijiyos, Donato Dacanay· Psychology and Education: A...· 0 citations
This study examines the engagement of Thai learners in online CFL classrooms using cognitive, affective, and behavioral factors. Through the analysis of semistructured interviews conducted with 15 beginners studying at a language institute connected with the university in Thailand, the study adopts the method of Refl...
Jin Zhao, Wei Xu· Researching and Teaching Chi...· 0 citations
The study aims to explore and examine how elements often associated with a learning organization, namely, shared vision, academic optimism and perceived organizational support (POS) – shape the emotional well-being of faculty members in higher education institutions (HEIs). Grounded in the principles of self-determ...
A. Srivastava, Sucheta Agarwal· Learning Organization· 0 citations
This study examined the affective experiences of university KFL learners in Australian classrooms, focusing on foreign language enjoyment (FLE) and foreign language anxiety (FLA) and their relationships with affective variables, including motivation, resilience, and attitudes, as well as K-culture attractiveness an...
Jung-Jee Min· Australian Review of Applied...· 0 citations
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