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The effect of perception of teacher characteristics on Spanish EFL Learners’ anxiety and enjoyment
Dewaele, Jean-Marc
;
Magdalena-Franco, A.
;
Saito, Kazuya
. - : Wiley, 2019
Abstract:
The present study explores the relationship between Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) and a number of teacher-centered variables within the Spanish classroom context. Participants were 210 former and current EFL learners from all over Spain who filled out an online questionnaire with Likert scale items. A moderate negative relationship emerged between FLE and FLCA. Participants who had a L1 user of English as teacher reported more FLE and less FLCA than those with a foreign language user of English. Teacher characteristics predicted close to 20% of variance in FLE but only 8% of variance in FLCA. The strongest positive predictor of FLE was teacher’s friendliness while teacher’s foreign accent was a weaker negative predictor. Teacher-centered variables predicted much less variance for FLCA. Participants experienced more FLCA with younger teachers, very strict teachers and teachers who did not use the FL much in class. The findings confirm earlier research that FLE seems to be more dependent on the teachers’ pedagogical skills than FLCA (Dewaele & MacIntyre, 2019a; Dewaele et al., 2018).
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Applied Linguistics and Communication (to 2020)
URL:
https://doi.org/10.1111/modl.12555
https://eprints.bbk.ac.uk/id/eprint/25709/
https://eprints.bbk.ac.uk/id/eprint/25709/3/25709.pdf
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