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The relationship between bi/multilingualism, nativeness, proficiency and multimodal emotion recognition ability
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The relationship between English proficiency and humour appreciation among English L1 users and Chinese L2 users of English
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Multilingualism and trait emotional intelligence: an exploratory investigation
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How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?
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The flowering of positive psychology in Foreign Language Teaching and Acquisition research
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The emotional underpinnings of Gardner’s Attitudes and Motivation Test Battery
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Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes
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The effect of perception of teacher characteristics on Spanish EFL Learners’ anxiety and enjoyment
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The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety
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The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English Foreign Language Learners
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The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety
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Abstract:
Background and purpose: Previous research showed that Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) were negatively correlated but essentially independent dimensions. The current study confirms this finding with new additional empirical evidence. Methods: This mixed-methods study is based on feedback from 750 FL learners around the world obtained via an online questionnaire. Quantitative data were Likert scale responses. Qualitative data (descriptions of classroom episodes in which participants experienced intense FLE and FLCA) was coded according to the source(s) of the emotion. Findings: Correlation analyses confirmed that FLE and FLCA are separate dimensions. Multiple regression analyses revealed that FLE was mostly predicted by teacher-related variables while FLCA was mostly predicted by the personality trait Emotional Stability. This finding was confirmed in the analysis of participants’ words. The most frequent cause of the FLE experience was the teacher while FLCA experiences were mostly frequently linked to the self. Conclusion: FLCA is less context-dependent than FLE. Pedagogical suggestions: Teachers may rather focus on boosting FLE in a positive classroom environment rather than worry over FLCA.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://www.routledge.com/Evidence-Based-Second-Language-Pedagogy-A-Collection-of-Instructed-Second/Sato-Loewen/p/book/9780815392538 https://eprints.bbk.ac.uk/id/eprint/24442/3/24442.pdf https://eprints.bbk.ac.uk/id/eprint/24442/
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Planning and conducting ethical interviews: power, language and emotions
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How distinctive is the Foreign Language Enjoyment and Foreign Language Classroom Anxiety of Kazakh learners of Turkish?
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The effects of linguistic proficiency, trait emotional intelligence and cultural background on emotion recognition by English native speakers
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The relationship between incommensurable emotions and willingness to communicate in English as a Foreign Language: a multiple case study
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If classroom emotions were music, teachers would be conductors and learners would be members of the orchestra
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When elephants fly: the lift-off of emotion research in applied linguistics
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The relationship between bi/multilingualism, nativeness, proficiency and multimodal emotion recognition ability
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The effects of linguistic proficiency, Trait Emotional Intelligence and in-group advantage on emotion recognition by British and American English L1 users
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