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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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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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Abstract:
The present study tests the implicit assumption in most SLA research that sources of individual differences in the single foreign language (FL), typically English, of a learner apply to all other FLs of that learner. We thus investigated whether the values and relationships between the same learners’ classroom emotions, attitudes and motivation in two different FLs, namely Italian and English, were identical and whether they had a similar effect on course marks in both languages. Participants were 110 Turkish pupils in an Italian immersion school in Istanbul, Turkey. A positive relationship was found between FL Enjoyment (FLE) across the FLs but no relationship existed between levels of FL Classroom Anxiety (FLCA) and attitudes/motivation in both FLs. Within-FL correlation analyses revealed that FLE and attitudes/motivation were positively correlated in both FLs. FLCA was negatively linked with FLE and with attitudes/motivation in both FLs. Multiple regression analyses showed that pupils with high FLCA had lower course marks in both FLs. Attitudes/motivation was a much stronger positive predictor of course marks in Italian than in English, where FLCA was the strongest (negative) predictor. FLE was not a significant predictor of course marks. We conclude that while broad similarities exist in the relationships between emotions, attitudes/motivation and course marks in the two FLs, it is unclear why the effect of attitudes/motivation on course marks was much stronger for the weaker FL, while FLCA was much stronger for the stronger FL. Differences could be linked to meso-level and macro-level differences between the FLs or to the effect of unseen mediating variables such as teaching style or assessment.
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Keyword:
attitudes and motivation; foreign-language classroom anxiety; foreign-language enjoyment; foreign-language performance; SLA
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URL: https://doi.org/10.22599/jesla.65 https://www.euroslajournal.org/jms/article/view/65
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60 |
Emotion recognition ability across different modalities: The role of language status (L1/LX), proficiency and cultural background
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