Operationalizing Learner Well-Being in ELT Textbooks: A Qualitative Study of Expert Reasoning and Methodological Constraints | ||
| نقد زبان و ادبیات خارجی | ||
| دوره 23، شماره 36 - شماره پیاپی 13، فروردین 1405، صفحه 99-111 اصل مقاله (447.04 K) | ||
| نوع مقاله: مقاله علمی پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/clls.2026.243026.1418 | ||
| نویسندگان | ||
| موسی نوشی؛ مهران حسین خانی* | ||
| دانشگاه شهید بهشتی تهران ایران | ||
| چکیده | ||
| This study investigated how experts in applied linguistics and positive psychology (PP) reason about the feasibility and limits of operationalizing complex psychological learner well-being constructs for English language teaching (ELT) textbook evaluation. While PP models such as EMPATHICS have substantially enriched theoretical understandings of learner well-being, their application to textbook evaluation raises unresolved methodological questions. Drawing on a qualitative, interpretive research design, the study foregrounded expert reasoning itself as the primary object of inquiry rather than treating expert consultation as a procedural step toward consensus or instrument validation. Data were collected through a recursive expert consultation process involving specialists in PP, English language education, and ELT materials development, and were analyzed using reflexive thematic analysis. The findings showed that experts differ systematically in their judgments of construct observability, the role of contextual mediation, and the legitimacy of inferential claims based on textbook content. These disagreements were not attributable to technical deficiencies or lack of expertise, but to deeper epistemological orientations concerning evidence, pedagogy, and the relationship between texts and lived learning experience. By making visible the interpretive work underlying feasibility judgments, the study contributes to methodological debates on discourse- and materials-based analysis and argues for a more reflexive approach to applying holistic psychological models in ELT materials research. | ||
| کلیدواژهها | ||
| EMPATHICS؛ English language teaching textbooks؛ expert judgment؛ positive psychology؛ textbook evaluation | ||
| عنوان مقاله [English] | ||
| Operationalizing Learner Well-Being in ELT Textbooks: A Qualitative Study of Expert Reasoning and Methodological Constraints | ||
| نویسندگان [English] | ||
| Musa Nushi؛ Mehran Hosseinkhani | ||
| Shahid Beheshti university, Tehran, Iran | ||
| چکیده [English] | ||
| This study investigated how experts in applied linguistics and positive psychology (PP) reason about the feasibility and limits of operationalizing complex psychological learner well-being constructs for English language teaching (ELT) textbook evaluation. While PP models such as EMPATHICS have substantially enriched theoretical understandings of learner well-being, their application to textbook evaluation raises unresolved methodological questions. Drawing on a qualitative, interpretive research design, the study foregrounded expert reasoning itself as the primary object of inquiry rather than treating expert consultation as a procedural step toward consensus or instrument validation. Data were collected through a recursive expert consultation process involving specialists in PP, English language education, and ELT materials development, and were analyzed using reflexive thematic analysis. The findings showed that experts differ systematically in their judgments of construct observability, the role of contextual mediation, and the legitimacy of inferential claims based on textbook content. These disagreements were not attributable to technical deficiencies or lack of expertise, but to deeper epistemological orientations concerning evidence, pedagogy, and the relationship between texts and lived learning experience. By making visible the interpretive work underlying feasibility judgments, the study contributes to methodological debates on discourse- and materials-based analysis and argues for a more reflexive approach to applying holistic psychological models in ELT materials research. | ||
| کلیدواژهها [English] | ||
| EMPATHICS, English language teaching textbooks, expert judgment, positive psychology, textbook evaluation | ||
| مراجع | ||
|
Alrabai, Fakieh, and Jean-Marc Dewaele. 2023. “Transforming the EMPATHICS Model Into a Workable E4MC Model of Language Learner Well-Being”. The Journal for the Psychology of Language Learning 5 (1):1-14. https://jpll.org/index.php/journal/article/view/167. Braun, Virginia, and Victoria Clarke. 2019. “Reflecting on Reflexive Thematic Analysis.” Qualitative Research in Sport, Exercise and Health 11 (4): 589–597. https://doi.org/10.1080/2159676X.2019.1628806 Braun, Virginia, and Victoria Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. https://doi.org/10.1191/1478088706qp063oa Brown, Steven R. 1980. Political Subjectivity: Applications of Q Methodology in Political Science. New Haven, CT: Yale University Press. Creswell, John W., Ron Shope, Vicki L. Plano Clark, and Denise O. Green. 2006. “How Interpretive Qualitative Research Extends Mixed Methods Research.” Research in the Schools 13 (1): 1–11. Cunningsworth, Alan. 1995. Choosing Your Textbook. London: Macmillan Heinemann. Dewaele, Jean-Marc, Xinjie Chen, Amado M. Padilla, and James Lake. 2019. “The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research.” Frontiers in Psychology 10: 2128. https://doi.org/10.3389/fpsyg.2019.02128 Ellis, Rod. 1997. “The Empirical Evaluation of Language Teaching Materials.” ELT Journal 51 (1): 36–42. https://doi.org/10.1093/elt/51.1.36 Leising, Daniel, Heinrich Liesefeld, Susanne Buecker, Andreas Glöckner, and Stefanie Lortsch. 2024. “A Tentative Roadmap for Consensus Building Processes.” Personality Science 5. https://doi.org/10.1177/27000710241298610 Littlejohn, Andrew. 1998. “The Analysis of Language Teaching Materials: Inside the Trojan Horse.” In Materials Development in Language Teaching, edited by Brian Tomlinson, 190–216. Cambridge: Cambridge University Press. Lomas, Tim, Lea Waters, Paige Williams, Lindsay G. Oades, and Margaret L. Kern. 2020. “Third Wave Positive Psychology: Broadening towards Complexity.” The Journal of Positive Psychology 16 (9): 1–12. https://doi.org/10.1080/17439760.2020.1805501 MacIntyre, Peter D., Tammy Gregersen, and Sarah Mercer. 2019. “Setting an Agenda for Positive Psychology in SLA: Theory, Practice, and Research.” The Modern Language Journal 103 (1): 262–274. https://doi.org/10.1111/modl.12544 Nushi, Musa, and Alireza Aghaei. 2024. “Intercultural Representation in ELT Textbooks: The Case of Touchstone Series.” MEXTESOL Journal 48, no. 1. https://doi.org/10.61871/mj.v48n1-9 Oxford, Rebecca L. 2016. “Toward a Psychology of Well-Being for Language Learners: The ‘EMPATHICS’ Vision.” In Positive Psychology in SLA, edited by Peter D. MacIntyre, Tammy Gregersen, and Sarah Mercer, 10–88. Bristol, UK: Multilingual Matters. https://doi.org/10.21832/9781783095360-003 Reinders, Hayo, and Cem Balçıkanlı. 2011. “Do Classroom Textbooks Encourage Learner Autonomy?” Novitas-ROYAL (Research on Youth and Language) 5 (2): 265–272. Richards, Jack C. 2014. “The ELT Textbook.” In International Perspectives on Materials in ELT, edited by Sue Garton and Kathleen Graves, 19–36. London: Macmillan. Seligman, Martin E. P. 2011. Flourish: A Visionary New Understanding of Happiness and Well-Being. New York: Free Press. Taylor, Stephanie. 2013. What Is Discourse Analysis? London: Bloomsbury Academic. https://doi.org/10.5040/9781472545213 Tomlinson, Brian. 2011. “Introduction: Principles and Procedures of Materials Development.” In Materials Development in Language Teaching, edited by Brian Tomlinson, 1–32. Cambridge Language Teaching Library. Cambridge: Cambridge University Press. Vitta, Joseph P. 2021. “The Functions and Features of ELT Textbooks and Textbook Analysis: A Concise Review.” RELC Journal 54 (3): 856–863. https://doi.org/10.1177/00336882211035826 Waltz, Thomas J., Byron J. Powell, Monica M. Matthieu, Matthew J. Chinman, Jeffrey L. Smith, Enola K. Proctor, Laura J. Damschroder, and JoAnn E. Kirchner. 2015. “Innovative Methods for Using Expert Panels in Identifying Implementation Strategies and Obtaining Recommendations for Their Use.” Implementation Science 10 (suppl. 1): A44. https://doi.org/10.1186/1748-5908-10-S1-A44 Wang, Yongliang, Ali Derakhshan, and Lawrence Jun Zhang. 2021. “Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions.” Frontiers in Psychology 12: 731721. https://doi.org/10.3389/fpsyg.2021.731721 Wiesner, Claudia. 2022. “Doing Qualitative and Interpretative Research: Reflecting Principles and Principled Challenges.” Political Research Exchange 4 (1). https://doi.org/10.1080/2474736X.2022.2127372 | ||
|
آمار تعداد مشاهده مقاله: 184 تعداد دریافت فایل اصل مقاله: 150 |
||