Tipo: artículo

Metodología: estudio empírico

Temas: actitudes lingüísticas

Resumen:

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In this study we investigate the sources of individual differences in the language attitudes of 125 students enrolled in a language school in La Coruña (Galicia). Attitudes towards Galician, Spanish, English and French were found to be linked to self-perceived proficiency in all languages except Spanish. The type of upbringing (monolingual or bilingual) was found to affect attitudes towards Galician and Spanish. Age of onset of learning had an effect only on attitudes towards Galician. Exposure to foreign languages through television corresponded with more favourable attitudes towards these languages.  Visits to the foreign country had a similar effect on attitudes towards English but...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The present study examines the direct and indirect relationships between classroom environment (CE), L2 (second/foreign language) learner emotions (i.e. enjoyment, anxiety and boredom), and their willingness to communicate (WTC) in classes for English as a foreign language (EFL). Participants were 2,268 university students in China. Pearson correlation analyses showed significant correlations between CE, L2 emotions, and WTC, with effect sizes ranging from small to large. In addition, the three L2 emotions were found to mediate the relationship between CE and WTC in parallel, with enjoyment having the largest mediating effect, followed by anxiety and boredom. The findings offer insights into how to improve students’ WTC in an L2.

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

Foreign language teaching enjoyment (FLTE) has recently been introduced as a broad positive emotion experienced by foreign language (FL) teachers, despite obstacles embedded in FL teaching. However, identifying its psychological outcomes – and the cultural specificity of these outcomes – has received scant research attention across different contexts. The present cross-cultural study aims to investigate whether teachers’ FLTE can predict and influence engagement and well-being in the English as a foreign language (EFL) context of Iran and China. A series of structural equation models (SEMs) indicated that EFL teachers’ FLTE affected their work engagement and well-being in both Iranian and Chinese samples, with structural invariance tests confirming the group-level differences between Iranian and Chinese EFL teachers in the light of...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study builds on insights into the crucial role learner emotions play in their flourishing. It investigates learners’ and teachers’ perspectives on how to enhance positive emotions both inside and outside modern foreign language classrooms in England, amidst a language crisis and reduced modern foreign language uptake across the United Kingdom. A thematic qualitative text analysis of 18 semi-structured interviews with secondary-level teachers and learners from 7 schools across England revealed that both learners and teachers emphasise the significant impact of teachers on fostering positive emotions in the classroom. They also showed that students lack awareness of the benefits of learning languages beyond English. Furthermore, the interview data suggests that the government, schools, school leaders, and parents must also engage...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Teacher enthusiasm is attracting growing attention in educational and learner psychology research. There is evidence that teacher enthusiasm is contagious in class and positively affects student emotions. Their fundamental role in shaping student engagement has also been well documented. However, the links – between teacher enthusiasm and student emotions, and between student emotions and engagement – remain underexplored in instructed second language acquisition. The present study adopted a mixed-method approach to examine the complex relationships between perceived teacher enthusiasm, emotions (enjoyment and boredom), and social-behavioral learning engagement among 2,002 learners of English as a foreign language (EFL) from 11 universities in China. Quantitative analyses showed small to large correlations between perceived teacher...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

The current study investigates how foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) and attitude/motivation (AM) of 360 learners of English, German, French and Spanish in a Kuwaiti university was shaped over the course of one semester by three teacher behaviours: frequency of using the foreign language (FL) in class, predictability and frequency of joking. Linear mixed modelling revealed a positive relationship between the three teacher behaviours and FLE as well as AM, but no significant relationship emerged with FLCA. Multiple comparison analyses showed that levels of FLE dropped significantly among students whose teacher joked very infrequently and infrequently. It thus seems that the absence of teacher jokes had a delayed cumulative effect on FLE. No interaction effects were found with time for FLCA and...

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