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The complex relationship between classroom emotions and EFL achievement in China
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42 |
The predictive effects of Trait Emotional Intelligence and online learning achievement perceptions on Foreign Language Class boredom among Chinese university students
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43 |
Emotions in Second Language Acquisition: a critical review and research agenda
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44 |
Does multilingualism shape personality? An exploratory investigation
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45 |
A bilingual emotional advantage? An investigation into the effects of psychological factors in emotion perception in Arabic and in English of Arabic-English bilinguals and Arabic /English monolinguals
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Actual and self-perceived linguistic proficiency gains in French during study abroad
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47 |
How childhood languages shape future language knowledge, language use, anxiety and cultural orientation
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48 |
Supervising doctoral students and managing the supervisor-supervisee relationship
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49 |
Through the looking glass of student perception: how foreign language students see teacher trait emotional intelligence and why it matters
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50 |
Emotionality and pleasantness of mixed-emotion stimuli: the role of language, modality, and emotional intelligence
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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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52 |
Introduction to the emotional rollercoaster of language teaching
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The power to improve: effects of multilingualism and perceived proficiency on enjoyment and anxiety in foreign language learning
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54 |
The emotional rollercoaster ride of foreign language learners and teachers: sources and interactions of classroom emotions
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55 |
How different are the relations between enjoyment, anxiety, attitudes/motivation and course marks in pupils’ Italian and English as foreign languages?
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56 |
Interactions and mediation between multilingual clients and their psychotherapist
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57 |
What psychological, linguistic and sociobiographical variables power EFL/ESL teachers’ motivation?
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Abstract:
This is a correlational study on the relationship between teachers’ motivation dimensions of intrinsic motivation, identified regulation, introjected regulation, external regulation and amotivation (Fernet et al., 2008), and age, gender, English as L1/LX, English proficiency, global trait emotional intelligence (Trait EI), well-being, emotionality, self-control and sociability (Petrides & Furnham, 2000, 2001). The study builds on existing work on the link between English language teacher emotions and their self-reported classroom behaviour (Dewaele et al., 2018; Dewaele & Mercer, 2018). Through a sociobiographical questionnaire, the short version of the Trait EI questionnaire (TEIQshort form; Petrides, 2009) and the English version of the LEXTALE, the author concludes that motivation is linked with a range of psychological, demographic and linguistic variables, and builds psychological and personality profiles of motivated teachers.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/32003/3/32003.pdf http://www.multilingual-matters.com/display.asp?K=9781788928342 https://eprints.bbk.ac.uk/id/eprint/32003/
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58 |
Trait emotional intelligence, positive and negative emotions in first and foreign language classes: a mixed-methods approach
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59 |
How different are the relations between enjoyment, anxiety, attitudes/motivation and course marks in pupils’ Italian and English as foreign languages?
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In: Journal of the European Second Language Association; Vol 4, No 1 (2020); 45–57 ; 2399-9101 (2020)
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Emotion recognition ability across different modalities: The role of language status (L1/LX), proficiency and cultural background
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