Ryugaku Jinja · Professor Archive
Public Professor Archive
Aya Hayasaki-Aoki早﨑 綾
Kagoshima University · Integrated Education Division, Integrated Science Domain · 講師
- Publications
- 4
- Projects
- 4
- Keywords
- 8
留学
神社Kagoshima University · Integrated Education Division, Integrated Science Domain · 講師
Research keywords再帰性・動機づけ・オートエスノグラフィー・変容的学習・ライフストーリー研究・ポジティブ心理学・外国語教育・ナラティブ的探究
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- Douglas, K. & Butz, D. (Eds). Pedagogy and Practice in Autoethnography: Interdisciplinary Perspectives2025 · Routledge 2025年5月 （ ISBN: 9781032708607 ）
- Aya Hayasaki, Stephen Ryan . A Different Kind of Tension: Foreign Language Anxiety From a Positive Psychology Perspective . Chinese Journal of Applied Linguistics45 ( 12022 · 担当区分： 筆頭著者 記述言語： 英語 掲載種別： 研究論文（学術雑誌） 出版者・発行元： Chinese Journal of Applied Linguistics This study investigates anxiety in foreign language learning from a positive psychology perspective, and in doing so, it considers some of the ways in which anxiety can interact with other aspects of language learner psychology to contribute to improved learning outcomes and improved learner well-being. The paper reports on a small-scale mixed-method study of English learners at a university in northern Japan. It shows how for many learners some of the most anxiety-provoking episodes were also the most rewarding and enjoyable, suggesting a need to reconsider simplistic accounts that present anxiety as an impediment to successful language learning. This is done by shifting to a positive psychology perspective. The paper concludes with a tentative model of how anxiety, when reframed as tension, can function as a core component of a more productive language learning experience. DOI： 10.1515/cjal-2022-0103 Scopus その他リンク： https://www.degruyter.com/document/doi/10.1515/CJAL-2022-0103/pdf
- Dominic G. Edsall, Ellen Head, Aya Hayasaki . Towards Complexity in Challenging Learner Autonomy Research Conventions: A Wider View on Learner Development . The Learner D記述言語： 英語 掲載種別： 研究論文（学術雑誌） DOI： 10.37546/jaltsig.ldj7-9
- Towards Complexity in Challenging Learner Autonomy Research Conventions: A Wider View on Learner Development
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