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Wyszukujesz frazę "Dewaele, Jean-Marc" wg kryterium: Autor

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    Tytuł:
    Through the looking glass of student perception: How foreign language students see teacher trait emotional intelligence and why it matters
    Autorzy:
    Moskowitz, Sharona
    Dewaele, Jean-Marc
    Powiązania:
    https://bibliotekanauki.pl/articles/780781.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    trait emotional intelligence
    attitudes
    motivation
    teacher sociability
    teacher self-control
    Opis:
    The aim of this study is to examine how students perceive teacher trait emotional intelligence (TEI) and how those perceptions relate to students’ own self-reported attitudes and motivation. Adult students of ESL/EFL were given an online questionnaire consisting of two parts: one to provide observer-reported data on their teacher’s trait emotional intelligence and the second to measure students’ own attitudes and motivation. In total, 129 participants of 28 nationalities took part. The results showed that the perceived teacher TEI domains of teacher sociability and teacher self-control were significant predictors of student positive feelings and attitudes towards the teacher. With this paper, we make the case that observer reports of teacher TEI by students could be a valuable tool in L2 instruction by offering teachers unique insight into their own classroom behavior, thereby increasing teacher self-awareness which could lead to improved classroom practices.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 2; 239-256
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The two faces of Janus? Anxiety and enjoyment in the foreign language classroom
    Autorzy:
    Dewaele, Jean-Marc
    MacIntyre, Peter D.
    Powiązania:
    https://bibliotekanauki.pl/articles/781005.pdf
    Data publikacji:
    2014-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Foreign Language Ejoyment
    Foreign Lnguage Classroom Anxiety
    individual differences
    Opis:
    The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from the FLCAS (Horwitz, Horwitz, & Cope, 1986). Statistical analyses revealed that levels of FLE were significantly higher than those of FLCA. FLE and FLCA were linked to a number of independent variables: participants’ perception of their relative level of proficiency within the FL classroom, number of languages known, education level, number of FLs under study, age group and general level of the FL (ranging from lower-intermediate to advanced). Female participants reported both more FLE and more FLCA. Cultural background of participants also had a significant effect on their scores. Participants’ views on episodes of enjoyment in the FL class revealed the importance of teachers’ professional and emotional skills and of a supportive peer group. Many participants mentioned the moment at which they realised that their long effort in mastering an aspect of the FL paid off.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 2; 237-274
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-rated English proficiency among Chinese learners
    Autorzy:
    Dewaele, Jean-Marc
    Ip, Tsui Shan
    Powiązania:
    https://bibliotekanauki.pl/articles/780713.pdf
    Data publikacji:
    2013-03
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Foreign Language Axiety
    Tolerance of Ambiguity
    English Language Classroom Anxiety Scale
    Self-rated proficiency
    SLTAS
    Opis:
    Previous research has suggested that high levels of Foreign Language Classroom Anxiety (FLCA) have a negative effect on foreign language learning (Horwitz, 2001; Lu & Liu, 2011) while moderate levels of Second Language Tolerance of Ambiguity (SLTA) are believed to boost foreign language learning (Ely, 1995). There is prima facie evidence that both dimensions are inversely related as Foreign Language Learning contexts are full of ambiguities which may contribute to anxiety. However, the relationship between FLCA and SLTA has been under-researched. The present study is an attempt to fill this gap by investigating the link between SLTA and FLCA in English of 73 secondary school students in Hong Kong. They filled out an online questionnaire consisting of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and the Second Language Tolerance of Ambiguity Scale (Ely, 1995). Statistical analyses revealed that FLCA, SLTA and Self-rated English proficiency predict half of the variance in each other; in other words, students who were more tolerant of second language ambiguity were less anxious in their EFL classes and they also felt more proficient.
    Źródło:
    Studies in Second Language Learning and Teaching; 2013, 3, 1; 47-66
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Taking stock: A meta-analysis of the effects of foreign language enjoyment
    Autorzy:
    Botes, Elouise
    Dewaele, Jean-Marc
    Greiff, Samuel
    Powiązania:
    https://bibliotekanauki.pl/articles/2143606.pdf
    Data publikacji:
    2022-06-21
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    willingness to communicate
    academic achievement
    foreign language enjoyment
    meta-analysis
    foreign language anxiety
    self-perceived achievement
    Opis:
    Studies examining the positive emotion of foreign language enjoyment (FLE) have recently increased exponentially, as researchers are applying the tenets of positive psychology in applied linguistics. It is therefore an appropriate time to take stock of the current literature and conduct a preliminary meta-analysis. The relationships between FLE and four variables, namely, foreign language anxiety (FLA), willingness to communicate (WTC), academic achievement, and self-perceived achievement were examined. A total of k = 96 effect sizes were analyzed with an overall sample size of N = 28,166 in random-effects models with correlation coefficients. There was a moderate negative correlation between FLE and FLA. In turn, moderate positive correlations were found between FLE and WTC, FLE and academic achievement, and FLE and self-perceived achievement. These positive associations confirm the value of FLE in FL learning and further affirm the need for researchers to examine positive psychology constructs in the foreign language classroom.
    Źródło:
    Studies in Second Language Learning and Teaching; 2022, 12, 2; 205-232
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables.
    Autorzy:
    Dewaele, Jean-Marc
    Al-Saraj, Taghreed M.
    Powiązania:
    https://bibliotekanauki.pl/articles/780805.pdf
    Data publikacji:
    2015-06-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Foreign Language Classroom Anxiety
    English as a foreign language
    Arabic learners
    self-perceived proficiency
    frequencu of use
    Emotional Stability
    Social Initiative
    age
    Opis:
    The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014) and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013). Multiple regression analyses revealed that self-perceived proficiency in oral English and frequency of use of English explained over a third of variance in FLCA: More proficient and frequent users felt less anxious. Two personality traits, Emotional Stability and Social Initiative explained a further fifth of variance in FLCA, with emotionally stable and more extraverted participants scoring lower on FLCA. Age was the final predictor of a small amount of variance, with older participants feeling less anxious. Degree of multilingualism, sex and education level had no effect on FLCA.
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 2; 205-228
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Enjoyment and anxiety in second language communication: An idiodynamic approach
    Autorzy:
    Boudreau, Carmen
    MacIntyre, Peter D.
    Dewaele, Jean-Marc
    Powiązania:
    https://bibliotekanauki.pl/articles/780983.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    emotions
    anxiety
    idiodynamic
    second language communication
    dynamics
    Opis:
    Emotions are a fleeting experience, sometimes lasting only moments before dissipating. Prior research in SLA has either ignored emotions, underestimated their relevance, or has studied them as a relatively stable individual difference variable. In contrast, the present study takes an idiodynamic approach to examine the rapidly changing relationship between enjoyment and anxiety in second language communication, on a moment-to-moment timescale. University students who speak French as a second language were recruited to complete oral tasks in their second language. Participants then rated their per-second fluctuations in each emotion while watching a video recording of their tasks. Immediately after this, they were interviewed about their attributions for fluctuations in their ratings. We found that the relationship between enjoyment and anxiety is highly dynamic, resulting in varying patterns of correlation ranging from negative to positive. Triangulation of ratings of anxiety and enjoyment with interview data produces a richer understanding of the role of emotions in second language communication.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 1; 149-170
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Editorial
    Autorzy:
    Dewaele, Jean-Marc
    Li, Chengchen
    Powiązania:
    https://bibliotekanauki.pl/articles/780969.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Opis:
    This is the first special issue devoted specifically to emotions in second language acquisition (SLA). Influenced by the positive psychology movement (Fredrickson, 2001), there has been a shift away from an exclusive focus on negative emotions in SLA to a more holistic analysis of both negative and positive emotions among learners (Dewaele & MacIntyre, 2014; MacIntyre & Gregersen, 2012; MacIntyre, Gregersen, & Mercer, 2016; MacIntyre & Mercer, 2014). We are not claiming that nobody had considered positive emotions and affect in SLA before 2012, as indeed many researchers prepared the ground (e.g., Arnold, 1999; Broner & Tarone, 2001; Cook, 2000; Dewaele, 2005; Kramsch, 2006). Moreover, educational psychologists did point to the pivotal role of positive academic emotions that sustain motivation (Pekrun, 1988, 2014; Pekrun, Goetz, Titz, & Perry, 2002a, 2002b). However, none of the SLA studies created the kind of wave of interest in emotions in SLA that we are currently witnessing. It is possible that now the time is ripe, as the success of the biennial Psychology of Language Learning conferences illustrates, as well as the establishment of the new International Association of Psychology of Language Learning during the second conference in Finland in 2016.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 1; 15-19
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Does the effect of enjoyment outweigh that of anxiety in foreign language performance?
    Autorzy:
    Dewaele, Jean-Marc
    Alfawzan, Mateb
    Powiązania:
    https://bibliotekanauki.pl/articles/780971.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    foreign language anxiety
    foreign language enjoyment
    individual differences
    learner-internal variables
    teacher-centered variables
    Opis:
    Interest in the effect of positive and negative emotions in foreign language acquisition has soared recently because of the positive psychology movement (Dewaele & MacIntyre, 2014, 2016; MacIntyre, Gregersen & Mercer, 2016). No work so far has been carried out on the differential effect of positive and negative emotions on foreign language performance. The current study investigates the effect of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on foreign language performance in a group of 189 foreign language pupils in two London secondary schools and a group of 152 Saudi English as a foreign language learners and users of English in Saudi Arabia. Correlation analyses showed that the positive effect of FLE on performance was stronger than the negative effect of FLCA. In other words, FLE seems to matter slightly more than FLCA in foreign language (FL) performance. Qualitative material collected from the Saudi participants shed light on the causes of FLCA and FLE and how these shaped participants’ decisions to pursue or abandon the study of the FL.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 1; 21-45
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom
    Autorzy:
    Dewaele, Jean-Marc
    MacIntyre, Peter
    Boudreau, Carmen
    Dewaele, Livia
    Powiązania:
    https://bibliotekanauki.pl/articles/783197.pdf
    Data publikacji:
    2016
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    Foreign Language Enjoyment
    Foreign Language Classroom Anxiety
    individual differences
    gender
    Opis:
    The present study focuses on gender differences in Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) among 1746 FL learners (1287 females, 449 males) from around the world. We used 21 items Likert scale ratings reflecting various aspects of FLE (AUTHORS), and 8 items extracted from the FLCAS (Horwitz et al., 1986).  An open question on FLE also provided us with narrative data.  Previous research on the database, relying on an average measure of FLE and FLCA (AUTHORS) revealed significant gender differences.  The present study looks at gender differences in FLE and FLCA at item level. Independent t-tests revealed that female participants reported having significantly more fun in the FL class where they felt that they were learning interesting things, and they were prouder than male peers of their FL performance.  However, female participants also experienced significantly more (mild) FLCA: they worried significantly more than male peers about their mistakes and were less confident in using the FL. Our female participants thus reported experiencing both more positive and more mild negative emotions in the FL classroom.  We argue that this heightened emotionality benefits the acquisition and use of the FL.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2016, 2, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions
    Autorzy:
    Dewaele, Jean-Marc
    Dewaele, Livia
    Powiązania:
    https://bibliotekanauki.pl/articles/780856.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    foreign language enjoyment
    foreign language classroom anxiety
    teachers
    Opis:
    Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 1; 45-65
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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