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Appagamento, atteggiamento/motivazione e ansia nello studio della lingua madre e della lingua straniera in una scuola italiana all’estero
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‘The English language enables me to visit my pain’. Exploring experiences of using a later-learned language in the healing journey of survivors of sexuality persecution
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Sustainable development of EFL/ESL learners’ willingness to communicate: the effects of teachers and teaching styles
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Predicting the emotional labor strategies of Chinese English foreign language teachers
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The predictors of exam performance of Kazakh university students and secondary school pupils learning Turkish: an exploratory investigation
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Differences in emotional reactions of Greek, Hungarian, and British users of English when watching television in English
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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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31 |
Visual cues and perception of emotional intensity among L1 and LX users of English
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32 |
How to prepare psychotherapists for interpreter-mediated therapy?
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33 |
Negotiating the language(s) for psychotherapy talk: a mixed methods study from the perspective of multilingual clients
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34 |
The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety
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Abstract:
Intellectual humility (IH) involves a certain degree of selflessness and an accurate view of one’s own worth and abilities. To date, IH has not been explicitly researched as a variable in the study of foreign language (FL) learning. The present mixed-methods study aims to explore possible links between FL learners’ IH and their foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). The survey was administered online entirely in Spanish and respondents were 163 adult Spanish L1 speakers enrolled in an EFL course at any level of proficiency. The research instrument was adapted from three established constructs: the CIHS (Comprehensive Intellectual Humility Scale) (Krumrei-Mancuso & Rouse, 2016), the FLE Short Form (Botes, Dewaele & Greiff, 2020) and the FLCA Short form scale (Dewaele & MacIntyre, 2014). Feedback on three open-ended questions provided qualitative data. Results show that IH has a mixed and complex relationship with FLE and FLCA, with some IH domains negatively predicting FLE and both positively and negatively predicting FLCA. The current research is an attempt to widen the range of psychological factors that might affect FL classroom emotions.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/41956/ https://eprints.bbk.ac.uk/id/eprint/41956/1/MoskowitzDewaele2020.pdf https://doi.org/10.32601/ejal.834664
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35 |
The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
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36 |
The predictive power of sociobiographical and linguistic variables on foreign language anxiety of Chinese university students
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37 |
Are EFL pre-service teachers’ judgment of teaching competence swayed by the belief that the EFL teacher is a L1 or LX user of English?
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38 |
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions.
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40 |
Concluding thoughts on the emotional rollercoaster of language teaching
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