Learning in Social Action: Knowledge production in social movements

willingness to communicate in the iranian context: language learning orientation and social support

why some learners are willing to communicate in english, concurrently others are not, has been an intensive investigation in l2 education. willingness to communicate (wtc) proposed as initiating to communicate while given a choice has recently played a crucial role in l2 learning. it was hypothesized that wtc would be associated with language learning orientations (llos) as well as social suppo...

Social Knowledge and Social Action: Heterogeneity in Practice

Th is paper is about some of the social aspects of knowledge and action relevant to th ink ing in A I , and in par t icu lar the basic experience of mu l t i p l e perspectives and integrat ing different kinds of local knowledge. It discusses ways of re th ink ing a number of fami l ia r concepts inc lud ing facts, in teract ion, knowledge, and organ iza t ion , rais ing questions about how wel...

Statistical learning in social action contexts

Sensitivity to the regularities and structure contained within sequential, goal-directed actions is an important building block for generating expectations about the actions we observe. Until now, research on statistical learning for actions has solely focused on individual action sequences, but many actions in daily life involve multiple actors in various interaction contexts. The current stud...

Formal Models in Studying Collective Action and Social Movements

efl teachers job satisfaction and social capital in relation to students’ motivation

abstract this mixed method study examines whether there is any relationship among the variables of the study (job satisfaction, social capital and motivation). the researcher considered job satisfaction and social capital as independent variables; motivation is the dependent variable of the study. the researcher applied a questionnaire to assess each variable. to measure efl teachers’ job sati...