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New models of L2 achievement based on EFL learners’ joint attention and their emotional, social, and cultural capitals

  • Somaye Piri EMAIL logo , Reza Pishghadam and Zohreh Eslami Rasekh
Published/Copyright: June 21, 2018

Abstract

This study aimed at investigating the influence of learners’ previously acquired capitals on their response to the teacher’s attempts to trigger their attention. For this purpose, 403 EFL learners completed three different questionnaires. The results of Structural Equation Modeling showed that emotional capital was a positive predictor of interpersonal, intrapersonal, visual, musical, and kinesthetic joint attention styles. Similarly, social capital was a positive predictor of interpersonal, verbal, visual, and musical styles, and cultural capital was a positive predictor of logical and verbal styles. Moreover, the proposed model of L2 achievement based on the capitals and joint attention styles showed good fit to the data. It appears that learners’ socio-cultural and emotional backgrounds influence their response to the teacher’s initiation of joint attention. And their L2 achievement is enhanced when the teacher uses different joint attention modalities. In the end, pedagogical implications and areas for further research were provided.

Appendix

1 Sample items from emotional capital questionnaire (ECQ)

Very often 100%Most of the time 80%Sometimes 60%Not very often 40 %Rarely 20%
1My family members help each other identify their strengths and weaknesses.
2My friends help me in controlling my behavior and emotions.
3The educational system has been successful in creating my motivation to study.
4Religious regulations have made me help my fellows as much as possible.
5My relationship with friends helps me communicate with others more easily and effectively.

2 Sample items from joint attention styles inventory (JASI). The teacher can draw my attention when s/he

Very often 100%Most of the time 80%Sometimes 60%Not very often 40 %Rarely 20%
1Makes eye-contact with me while teaching.
2Explains something slowly.
3Asks us to take notes.
4Asks us to search something in the Internet.
5Tries to connect the learning material to my personal life.
6Asks us to do an activity in group.
7Compares the new learning material with the previous ones.

3 Sample items from social and cultural capital questionnaire (SCCQ)

NO.StatementSDDUSAA
1My parents used to have a regular connection with my school.12345
2I feel I have strong ties with my peers.12345
3I see my friends weekly.12345
4I enjoy reading literature.12345
5I know all famous music composers.12345
  1. *SD=Strongly Disagree; D=Disagree; U=Undecided; A=Agree; SA=Strongly Agree

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Published Online: 2018-06-21
Published in Print: 2021-03-26

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