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How Saudi migrants’ metapragmatic judgments of Arabic L1 nonverbal greetings change after prolonged exposure to English
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A crosslinguistic study of the perception of emotional intonation. Influence of the pitch modulations
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The influence of student perception of teacher emotional intelligence and happiness on foreign language learning
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Abstract:
Most students have private beliefs and opinions about their foreign language teachers, who often assume the role of facilitator, authority figure, and lead motivator. Not only is the student/teacher relationship mutually involved and reciprocal, it is usually interwoven in complex ways. This study investigates how student perceptions of language teachers relate to student self-reported motivation and attitudes. Data were collected from high-intermediate to advanced level ESL/EFL students. General background information was gathered to control for factors such as the number of years of past English study and exposure outside of the classroom. An online questionnaire was administered consisting of sections about student perceptions of teacher emotional intelligence using an adapted version of the TEIQue 360° Short Form (Petrides & Furnham, 2006), student perceptions of teacher happiness using an adapted version of the Oxford Happiness Inventory (Argyle, Martin & Crossland, 1989), and student self-reported motivation and attitudes using an adapted form of the AMTB (Gardner, 1985). Respondents were also asked about their teacher’s classroom behavior, as past research has shown that teachers with a higher level of EI tend to be more enthusiastic and enjoy their students more (Dewaele & Mercer, 2017). The findings reveal that students who report a higher score for their teacher’s EI and happiness indices themselves show greater levels of motivation and positive feelings and lower levels of anxiety. The results indicate that while both teacher EI and happiness are influential, teacher EI matters more to students than teacher happiness. The aim of this project is threefold: to give students a voice, as they are rarely given a platform to honestly express their opinions of their teachers, to shed light on the complex student/teacher relationship and its potential influence on foreign language acquisition, and to offer practical suggestions for applied use by teachers in the FL classroom.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/46380/ https://eprints.bbk.ac.uk/id/eprint/46380/1/Moskowitz.Sharona.THESIS.FINAL.pdf
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127 |
How classroom environment and general grit predict foreign language classroom anxiety of Chinese EFL students
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128 |
Queering Hong Kong’s 1997 Handover in Japanese Boys’ Love Comics
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129 |
Foreign language learning boredom: conceptualization and measurement
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Teacher enthusiasm and students’ social-behavioral learning engagement: the mediating role of student enjoyment and boredom in Chinese EFL classes
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131 |
Using corpus linguistics to investigate agency and benign neglect in organisational language policy and planning: the United Nations as a case study
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Cine documental japonés: de los orígenes a la Guerra del Pacífico (1897-1945)
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Language choice in psychotherapy of multilingual clients: multilingual therapists’ perspective
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Academic vocabulary in an EAP course: Opportunities for incidental learning from printed teaching materials developed in-house.
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“We are not amused”. The perception of British humour by British and American English L1 users
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Review of Cooke & Peutrell (2019): Brokering Britain, educating citizens: Exploring ESOL and citizenship
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1968 and rural Japan as a site of struggle. Approaches to rural landscapes in the history of Japanese documentary film
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Reducing anxiety in the foreign language classroom: a positive psychology approach
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