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Linguistic Estoppel: A Custodial Interrogation Subject’s Reliance on Traditional Language Customs when Facing Unknown Expectations for Legally Efficacious Speech
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In: BYU Law Review (2021)
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The Medicalisation of Gender Nonconformity through Language: a Keywords Analysis
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In: sprinkle: an undergraduate journal of feminist and queer studies (2021)
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Dissociating Socioeconomic Influences on Maternal Language Input and Child Language Outcomes
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In: Honors Theses (2021)
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Exploring polysemy in the Academic Vocabulary List: a lexicographic study
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Narratives of infertile Muslim women: the construction of personal and socio-cultural identities in weblogs
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| 7 |
Exploring polysemy in the Academic Vocabulary List: a lexicographic study
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Foreign language peace of mind: a positive emotion drawn from the Chinese EFL learning context
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| 11 |
Do well-being and resilience predict the foreign language teaching enjoyment of teachers of Italian?
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| 12 |
Hideaki Fujiki and Alastair Phillips (eds), The Japanese Cinema Book. London: The British Film Institute, Bloomsbury, 2020, 624 pp
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| 13 |
The development of a short-form foreign language enjoyment scale
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Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe
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Abstract:
Due to the spread of Covid-19, universities had to move their courses online abruptly. This paper explores its impact on 510 European tertiary-level English as a Foreign Language (EFL) learners’ classroom emotions and analyses possible links to their trait emotional intelligence (TEI) and learner autonomy. Statistical analyses of data gathered with a web survey revealed that students rated their ‘in-person’ classes as significantly more enjoyable and also more anxiety-provoking. Overall, levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) were positively correlated between both contexts. The moderate negative correlation between FLE and FLCA in ‘in-person’ classes disappeared in emergency remotely taught classes. TEI and learner autonomy were positively correlated, and both were positively linked to FLE and negatively to FLCA in both contexts. This means that more autonomous, emotionally intelligent students tend to be able to enjoy the FL class more – even more so under particularly challenging circumstances. Overall, it seems that learners not being physically present in classrooms weakens all emotions, and breaks the relationship between them. One possible explanation is that disembodied classes have less emotional resonance.
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Keyword:
Cultures & Applied Linguistics (from 2021); Languages
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URL: https://eprints.bbk.ac.uk/id/eprint/43684/3/43684.pdf
https://eprints.bbk.ac.uk/id/eprint/43684/
https://doi.org/10.1515/applirev-2020-0096
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| 16 |
Does the Complementarity Principle apply to inner speech? A mixed-methods study on multilingual Chinese university students in the UK
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Un beau viveur et un délicat vivant: Le baron de Besenval, courtisan et collectionneur, à travers son iconographie
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| 18 |
Voyeuristic gaze, narratological construction, and the gender problem in Murakami Haruki’s After Dark
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| 19 |
How Saudi migrants’ metapragmatic judgments of Arabic L1 nonverbal greetings change after prolonged exposure to English
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