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Research on emotions in second language acquisition: reflections on its birth and unexpected growth
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Foreign language peace of mind: a positive emotion drawn from the Chinese EFL learning context
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Do well-being and resilience predict the foreign language teaching enjoyment of teachers of Italian?
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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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Does the Complementarity Principle apply to inner speech? A mixed-methods study on multilingual Chinese university students in the UK
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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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How classroom environment and general grit predict foreign language classroom anxiety of Chinese EFL students
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Foreign language learning boredom: conceptualization and measurement
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Abstract:
This article reports on an investigation in two steps conducted among Chinese university non-English-major EFL students and English teachers. In Study 1, 22 students and 11 English teachers were interviewed and 659 students responded to an open questionnaire, recalling and describing their experiences or perceptions of boredom in English learning. A qualitative analysis revealed that more than 90% of students reported boredom in FL settings. The data allowed a multidimensional conceptualization of foreign language boredom (FLB), empirically supporting the control-value theory in educational psychology. Study 2 used the new conceptualisation to develop and validate a new scale for FLB. Through surveying 808 students in a pilot study and 2223 in the main study, a 7-factor Foreign Language Boredom Scale with 32 items was identified and validated using exploratory and confirmatory factor analyses as well as further validity and reliability analyses. It is argued that FLB is a crucial addition to the emerging field of FL classroom emotion research.
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Keyword:
Cultures & Applied Linguistics (from 2021); Languages
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URL: https://doi.org/10.1515/applirev-2020-0124 https://eprints.bbk.ac.uk/id/eprint/42611/ https://eprints.bbk.ac.uk/id/eprint/42611/3/42611.pdf
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15 |
Teacher enthusiasm and students’ social-behavioral learning engagement: the mediating role of student enjoyment and boredom in Chinese EFL classes
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Language choice in psychotherapy of multilingual clients: multilingual therapists’ perspective
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“We are not amused”. The perception of British humour by British and American English L1 users
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Reducing anxiety in the foreign language classroom: a positive psychology approach
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Differences in emotional reactions of Greek, Hungarian and British users of English when watching English television
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The role of language and cultural engagement in emotional fit with culture: an experiment comparing Chinese-English bilinguals to monolingual Brits and Chinese
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