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Dr. Vincent Greenier
School of Language, Literature, Music and Visual Culture, The University of Aberdeen, Aberdeen AB24 3FX, UK

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Research Keywords & Expertise

0 Applied Linguistics
0 Critical Pedagogy
0 teacher identity
0 Creativity in language learning
0 Individual differences and learner variables (particularly creativity)

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Journal article
Published: 04 August 2021 in System
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A narrative frame is a data collection instrument comprising a series of sentence prompts that facilitate the elicitation of participant narratives by scaffolding the writing process. Narrative frames allow multiple respondents to compose narratives that are comparable in length, form, and substance, thus allowing the researcher to focus on more precise research aims than are generally possible with more open-ended types of narrative data. In this article, we discuss the rationale for narrative frames and their use in recent research, revisiting their strengths and limitations as research instruments. Following this, we use data from a project investigating the professional identities of expatriate native-speaking English teachers to illustrate the use of photo-narrative frames, an innovation that supplements written stories with photographs from participants' professional experiences. As narratives provide a means of understanding the experiences of others, visual data, such as photographs, can amplify the context, further connecting participant narratives to insights about the complexity of their lives and behaviors. The study details the procedures, from designing and piloting the frames to data collection and analysis. We show how visual-textual layering and integration occurs in a participant's stories and how the images help the participant convey their professional narratives to others. We conclude by considering the ethical issues with collecting and disseminating photographs from participants before making suggestions for future research, focusing on further innovations that can blend visual methods with narrative research, for example, by taking advantage of social media platforms and on-line survey software.

ACS Style

Vincent Greenier; Ian Moodie. Photo-narrative frames: Using visuals with narrative research in applied linguistics. System 2021, 102, 102597 .

AMA Style

Vincent Greenier, Ian Moodie. Photo-narrative frames: Using visuals with narrative research in applied linguistics. System. 2021; 102 ():102597.

Chicago/Turabian Style

Vincent Greenier; Ian Moodie. 2021. "Photo-narrative frames: Using visuals with narrative research in applied linguistics." System 102, no. : 102597.

Journal article
Published: 04 January 2021 in System
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Employing a sequential explanatory mixed-methods approach, this study investigated the role of emotion regulation and psychological well-being (PWB) as predictors of work engagement through using 108 British and 255 Iranian English language teachers as a sample. A multi-group structural equation modelling was performed to identify differences and similarities in the way emotion regulation and PWB could predict work engagement among British and Iranian English teachers. The valid measuring instruments of the three constructs were administered to collect the data in the two contexts. The results demonstrated measurement invariance, including both metric and scalar invariance, revealing that the constructs underlying the three scales possessed the same theoretical structure across two groups (i.e., British vs. Iranian). It was also revealed that both emotion regulation and PWB significantly predicted work engagement for the whole sample of British and Iranian teachers. However, PWB appeared to be a stronger predictor of work engagement. Moreover, some cross-cultural differences were identified in the regression coefficients. On the whole, the association of the PWB and work engagement was stronger for British teachers. The qualitative data analysis uncovered a number of categories and themes contributing to explaining differences between British and Iranian teachers. The results and implications are further discussed.

ACS Style

Vincent Greenier; Ali Derakhshan; Jalil Fathi. Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System 2021, 97, 102446 .

AMA Style

Vincent Greenier, Ali Derakhshan, Jalil Fathi. Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System. 2021; 97 ():102446.

Chicago/Turabian Style

Vincent Greenier; Ali Derakhshan; Jalil Fathi. 2021. "Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers." System 97, no. : 102446.

Journal article
Published: 01 November 2020 in Language Related Research
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ACS Style

Reetta Rantala; Vincent Greenier. Young Finnish Adults Perspectives on Using English in Different Social Situations: Exploring the Influence of Affective Factors through Photo-Elicitation Interviews. Language Related Research 2020, 11, 59 -88.

AMA Style

Reetta Rantala, Vincent Greenier. Young Finnish Adults Perspectives on Using English in Different Social Situations: Exploring the Influence of Affective Factors through Photo-Elicitation Interviews. Language Related Research. 2020; 11 (5):59-88.

Chicago/Turabian Style

Reetta Rantala; Vincent Greenier. 2020. "Young Finnish Adults Perspectives on Using English in Different Social Situations: Exploring the Influence of Affective Factors through Photo-Elicitation Interviews." Language Related Research 11, no. 5: 59-88.

Journal article
Published: 11 May 2018 in Innovation in Language Learning and Teaching
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Project-based Learning (Project-BL) has become increasingly popular in mainstream education with various models dedicated to the approach, however, there is a need for a Project-BL framework specifically designed for the second language learning context. The model offered here, called the 10Cs of Project-based Learning TESOL Curriculum, tailors Project-BL to the language classroom by utilizing principles from existing models while incorporating elements which specifically emphasise second language development. Further, it positions the target language as both the object and vehicle of learning, meaning students see the project as a meaningful enterprise with which to learn and use English with their peers. The curriculum promotes learner-centred, collaborative engagement, with the teacher acting as a guide throughout the process. The goals of the curriculum are to develop social and affective capacities, linguistic knowledge, communication skills, and to empower students to create projects that are original, purposeful, and rewarding. This article first briefly explains the background of Project-BL then details each stage of the curriculum, using an example project taken from a study conducted with Korean middle-students to exemplify each stage in the process. Finally, the benefits and challenges of the approach are examined through the perspectives of the study’s participants.

ACS Style

Vincent Troy Greenier. The 10Cs of project-based learning TESOL curriculum. Innovation in Language Learning and Teaching 2018, 14, 27 -36.

AMA Style

Vincent Troy Greenier. The 10Cs of project-based learning TESOL curriculum. Innovation in Language Learning and Teaching. 2018; 14 (1):27-36.

Chicago/Turabian Style

Vincent Troy Greenier. 2018. "The 10Cs of project-based learning TESOL curriculum." Innovation in Language Learning and Teaching 14, no. 1: 27-36.