Teachers' emotional states such as optimism and commitment have long been approved influential in second/foreign language education. Although many correlational investigations have been conducted on teacher optimism and commitment, their interaction and kinship with teachers' work engagement have been largely ignored in the literature. Considering this situation, the present mini-review aims to present the theoretical underpinnings, definitions, dimensions, and conceptualizations of these three important variables taken from positive psychology. Moreover, the present review can offer a number of practical implications for (...) EFL teachers, teacher educators, program designers, school principals, and L2 researchers, and raise their awareness of the impact of inner emotions on teachers' academic performance. Finally, research gaps and future directions are provided for eager researchers to run similar and complementary studies in EFL contexts. (shrink)

The COVID-19 pandemic severely hit small and micro-businesses. In the face of the impact of the pandemic, how to help entrepreneurs, especially small- and micro-businesses that are more sensitive to the impact of the pandemic, make decisions to reduce losses has become an issue worth paying attention to. From the perspective of personality approach, this article studied openness, which is the strongest predictor of entrepreneurial performance among the big five personality traits, and explored the impact of entrepreneurs’ openness on entrepreneurial (...) performance during the COVID-19 pandemic, as well as the inconsistent mediating role of strategic decision comprehensiveness on entrepreneurial performance. An online questionnaire survey was conducted among 238 entrepreneurs of small- and micro-businesses when China was recovering from the pandemic and starting to resume work and production. Entrepreneurial performance during the COVID-19 pandemic was measured by comparing the business conditions before and after the pandemic. The results showed that entrepreneurs’ openness positively impacted strategic decision comprehensiveness and entrepreneurial performance during the COVID-19 pandemic. Among the two competing hypotheses proposed by summarizing previous research, the results supported that strategic decision comprehensiveness negatively affected entrepreneurial performance. It indicated that entrepreneurs who tend to collect and analyze information extensively and then make decisions during the pandemic could not seize opportunities and improve their entrepreneurial performance. The results further supported that strategic decision comprehensiveness was an inconsistent mediator between openness and entrepreneurial performance, showing that entrepreneurs with low openness can also reduce the loss of entrepreneurial performance during the pandemic by making incomplete but rapid strategic decisions. This study found that the openness of entrepreneurs had a positive impact on strategic decision comprehensiveness for the first time and provided more empirical evidence for the negative effect of strategic decision comprehensiveness on entrepreneurial performance in the context of information uncertainty and unanalyzable situations. The inconsistent mediating effect of strategic decision comprehensiveness revealed in this study also has practical significance for helping entrepreneurs make correct decisions to reduce the losses caused by the pandemic. (shrink)

The study examined the development of Chinese as a second language learners’ formulaic knowledge through comparing the processing of Chinese idioms versus non-idiomatic formulaic sequences by advanced-level learners, super-advanced learners, and native speakers. Using two phrase acceptability judgment tasks with and without think-aloud protocols, we collected data on participants’ processing accuracy, processing speed, and processing strategies of reading the two types of FSs. Four processing patterns emerged from the analyses of the datasets. First, learners’ processing accuracy and speed increased along (...) with their proficiency. Second, learners’ idiom processing ability was generally lower than that of non-idiom processing ability, but they demonstrated an improving trend as their proficiency level increased. Third, learners’ use of processing strategies did not change much as proficiency rose and demonstrated a categorical difference from NSs. Fourth, all three groups exhibited poorer productive idiom knowledge than productive non-idiom knowledge. The overall findings denote that second language learners’ formulaic knowledge can evolve beyond the lexical plateau as learners move from the advanced to a higher proficiency level, but the productive idiom knowledge can be a long-term problem. The findings provide implications for measuring and teaching Chinese formulaic knowledge at the higher-than-advanced stage. (shrink)