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    Wyświetlanie 1-8 z 8
    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
    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:
    Gender differences in foreign language classroom anxiety: Results of a meta-analysis
    Autorzy:
    Piniel, Katalin
    Zólyomi, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/2143605.pdf
    Data publikacji:
    2022-06-18
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language anxiety
    gender
    Foreign Language Classroom Anxiety Scale
    meta-analysis
    Opis:
    Exploring language learners’ anxiety is not a neglected area of inquiry in applied linguistics research, which can primarily be attributed to the publication of the Foreign Language Classroom Anxiety Scale (FLCAS), an influential instrument developed by Horwitz et al. (1986) to measure language anxiety. An ever-growing array of studies has employed the FLCAS and analyzed the underlying relationship between the focal construct and foreign language achievement, various individual difference variables and a variety of demographic variables, such as learning experiences, age, and gender. Despite the considerable number of publications, studies focusing on biographical variables and language anxiety have not been conclusive. The aim of the present meta-analysis is to analyze 48 studies that employed the FLCAS to look at the potential gender differences with respect to language anxiety. Although there is great variation in the methodological and reporting practices in the studies included, and findings show a tendency for females to experience higher foreign language anxiety, gender-related differences are not statistically significant. The results of moderator analyses showed that neither age nor target language, regional context, or, in the case of university students, their majors, influence this relationship.
    Źródło:
    Studies in Second Language Learning and Teaching; 2022, 12, 2; 173-203
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The ‘unforgettable’ experience of foreign language anxiety
    Autorzy:
    Drakulić, Morana
    Powiązania:
    https://bibliotekanauki.pl/articles/628556.pdf
    Data publikacji:
    2015
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    foreign language anxiety, language classroom, subjective experience, teacher
    Opis:
    Foreign language anxiety (FLA) has long been recognized as a factor that hinders the process of foreign language learning at all levels. Among numerous FLA sources identified in the literature, language classroom seems to be of particular interest and significance, especially in the formal language learning context, where the course and the teacher are often the only representatives of language. The main purpose of the study is to determine the presence and potential sources of foreign language anxiety among first year university students and to explore how high anxiety levels shape and affect students’ foreign language learning experience. In the study both the questionnaire and the interviews were used as the data collection methods. Thematic analysis of the interviews and descriptive statistics suggest that most anxiety-provoking situations stem from the language classroom itself.
    Źródło:
    Journal of Education Culture and Society; 2015, 6, 1; 120-128
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    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:
    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 impact of contemplative practices on foreign language anxiety and learning
    Autorzy:
    Scida, Emily E.
    Jones, Jill E.
    Powiązania:
    https://bibliotekanauki.pl/articles/780453.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    foreign language anxiety
    affect
    contemplative practices
    classroom climate
    self-efficacy
    Opis:
    This study looked at the impact of the integration of contemplative practices on foreign language anxiety, positive and negative affect, self-efficacy, classroom climate, and language learning in students enrolled in an advanced intermediate Spanish language course in the USA. Data included pre- and post-test surveys, exam scores to measure learning outcomes, student interviews, and course evaluations. In the contemplative group, students engaged in brief 10-minute contemplative practices once a week, while the non-contemplative group followed the same syllabus but was not exposed to contemplative practices. Analysis of the data showed no significant differences in foreign language anxiety, self-efficacy or affect between the non-contemplative and contemplative groups at post-test but significantly higher scores on classroom climate measures in the contemplative group. Significantly higher grades were found on course exams for students in the contemplative group. Analysis of the pre-/post-survey data revealed a significant decrease in foreign language anxiety in both groups over the semester but not for affect or self-efficacy. This study extends the existing research on contemplative practices to a new context-affect and learning in foreign language courses.
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 4; 573-599
    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
      Wyświetlanie 1-8 z 8

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