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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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Abstract:
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.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://doi.org/10.14746/ssllt.2020.10.2.2 https://eprints.bbk.ac.uk/id/eprint/32393/ https://eprints.bbk.ac.uk/id/eprint/32393/1/MoskowitzDewaele2020SSLLT.pdf
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50 |
Emotionality and pleasantness of mixed-emotion stimuli: the role of language, modality, and emotional intelligence
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51 |
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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53 |
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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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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