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فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

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تعداد نشریات45
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Ghiasi Esfahani, Nazanin, Chalak, Azizeh, Rezvani, Ehsan. (1404). Exploring Xenoglossophobia Components and (Mal)Adaptive Coping Strategies from Iranian EFL Learners' Perspectives. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2026.70079.2833
Nazanin Ghiasi Esfahani; Azizeh Chalak; Ehsan Rezvani. "Exploring Xenoglossophobia Components and (Mal)Adaptive Coping Strategies from Iranian EFL Learners' Perspectives". سامانه مدیریت نشریات علمی, , , 1404, -. doi: 10.22034/elt.2026.70079.2833
Ghiasi Esfahani, Nazanin, Chalak, Azizeh, Rezvani, Ehsan. (1404). 'Exploring Xenoglossophobia Components and (Mal)Adaptive Coping Strategies from Iranian EFL Learners' Perspectives', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2026.70079.2833
Ghiasi Esfahani, Nazanin, Chalak, Azizeh, Rezvani, Ehsan. Exploring Xenoglossophobia Components and (Mal)Adaptive Coping Strategies from Iranian EFL Learners' Perspectives. سامانه مدیریت نشریات علمی, 1404; (): -. doi: 10.22034/elt.2026.70079.2833

Exploring Xenoglossophobia Components and (Mal)Adaptive Coping Strategies from Iranian EFL Learners' Perspectives

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 18 دی 1404
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2026.70079.2833
نویسندگان
Nazanin Ghiasi Esfahani1؛ Azizeh Chalak* 2؛ Ehsan Rezvani1
1Department of English, Isf.C., Islamic Azad University, Isfahan, Iran.
2Department of English, Isf. C., Islamic Azad University, Isfahan, Iran
چکیده
EFL teachers have encountered learners with xenoglossophobia for years. This establishes the urge to shed light on the components of this complication. This study elucidated the constituents of xenoglossophobia and the subsequent (mal)adaptive coping strategies employed by Iranian EFL learners. A comprehensive Quantitative Systematic Literature Review (QSLR) was conducted including 1119 qualitative and quantitative studies to identify the components contributing to xenoglossophobia. Subsequently, a series of focus group interviews were conducted with 96 Iranian EFL learners to perceive their (mal)adaptive xenoglossophobia regulating strategies. The components were validated through Exploratory Structural Equation Modeling (ESEM) using the developed scale for 349 available Iranian EFL learners. Also, the interviews were thematically analyzed. The findings indicated cognitive, emotional, behavioral, environmental, cultural, technological, and learning variables as significant contributors to xenoglossophobia. Moreover, adaptive coping strategies included mindfulness, cognitive reframing, seeking support, and using Artificial Intelligence (AI) driven chatbots. Furthermore, maladaptive coping strategies were self-criticism, procrastination, absence or withdrawal, and disruptive classroom behavior. This study provides the key components of xenoglossophobia which may benefit EFL community, educational psychologists considering the development of targeted interventions for therapeutic approaches and counseling programs in clinical psychology.
کلیدواژه‌ها
Adaptive Behaviors؛ Foreign Language Anxiety؛ Glossophobia؛ Maladaptive Behaviors؛ Xenoglossophobia
آمار
تعداد مشاهده مقاله: 34


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