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Anxious voice and avoidant language in interaction with a woman wearing an Islamic headscarf: field-experimental evidence from the Paris metro
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In: https://hal.archives-ouvertes.fr/hal-03140246 ; 2022 (2022)
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| 2 |
Anxious voice and avoidant language in interaction with a woman wearing an Islamic headscarf: field-experimental evidence from the Paris metro
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In: https://hal.archives-ouvertes.fr/hal-03140246 ; 2022 (2022)
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PERSONALITY FACTORS IN LANGUAGE LEARNING: INHIBITION, ANXIETY AND RISK –TAKING ...
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PERSONALITY FACTORS IN LANGUAGE LEARNING: INHIBITION, ANXIETY AND RISK –TAKING ...
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Neuro-Oncology Patients as Human Research Subjects: Ethical Considerations for Cognitive and Behavioral Testing for Research Purposes
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In: Cancers; Volume 14; Issue 3; Pages: 692 (2022)
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Linking COVID-19-Related Awareness and Anxiety as Determinants of Coping Strategies’ Utilization among Senior High School Teachers in Cape Coast Metropolis, Ghana
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In: Social Sciences; Volume 11; Issue 3; Pages: 137 (2022)
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Nomophobia and Its Associated Factors in Peruvian Medical Students
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 9; Pages: 5006 (2022)
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Emotional and Social Engagement in the English Language Classroom for Higher Education Students in the COVID-19 Online Context
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In: Sustainability; Volume 14; Issue 8; Pages: 4527 (2022)
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Behavior Problems and Social Competence in Fragile X Syndrome: A Systematic Review
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In: Genes; Volume 13; Issue 2; Pages: 280 (2022)
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| 11 |
Motherhood and Me (Mom-Me): The Development of an Acceptance-Based Group for Women with Postpartum Mood and Anxiety Symptoms
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In: Journal of Clinical Medicine; Volume 11; Issue 9; Pages: 2345 (2022)
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Eco-Anxiety and Pastoral Care: Theoretical Considerations and Practical Suggestions
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In: Religions; Volume 13; Issue 3; Pages: 192 (2022)
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| 13 |
Association between Pet Ownership and Mental Health and Well-Being of Canadians Assessed in a Cross-Sectional Study during the COVID-19 Pandemic
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 4; Pages: 2215 (2022)
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| 14 |
Second life: un entorno virtual para reducir la ansiedad de los estudiantes de lenguas extranjeras ; Second life: a virtual environment to reduce students’ foreign language anxiety
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Abstract:
La adquisición de un segundo idioma es un constructo complejo en el cual no sólo factores cognitivos juegan un papel crucial, sino también afectivos. En las últimas décadas, el análisis de los factores afectivos en el aprendizaje de segundas lenguas e idiomas extranjeros ha ganado prominencia. Diversas investigaciones han demostrado una fuerte correlación entre el aprendizaje de lenguas y aspectos como la personalidad, la motivación, la actitud o la ansiedad (p. ej., Gardner, 2020; Hewitt & Stephenson, 2011; MacIntyre & Gardner, 1989). El objetivo de este artículo es examinar si el nivel de ansiedad causado por el aprendizaje de lenguas extranjeras (FLA) podría disminuir usando mundos virtuales tales cómo Second Life (SL) para la enseñanza de idiomas. Esta investigación compara los niveles de FLA de un Grupo Experimental (EG), que completó tres actividades a través de SL, con un Grupo de Control (CG), que completó las mismas actividades en el aula tradicional. Los resultados indican que los niveles de FLA de los participantes en el EG disminuyeron a medida que las clases avanzaban en comparación con los participantes en el CG. Además, las conclusiones sugieren que la confianza de los participantes que trabajaban en SL aumentó con el paso del tiempo. Este incremento en la confianza de los alumnos podría atribuirse al papel crucial que desempeña el anonimato en los mundos virtuales. ; Second language acquisition (SLA) is a complex construct in which not only cognitive factors play a crucial role, but also affective ones. In the last decades, the analysis of affective factors in second (L2) and foreign language (FL) learning has gained prominence. Research has shown a strong correlation between language learning and aspects such as personality, motivation, attitude, or anxiety, to name but a few (e.g., Gardner, 2020; Hewitt & Stephenson, 2011; MacIntyre & Gardner, 1989). The purpose of this paper is to examine whether Foreign Language Anxiety (FLA) levels could be lessened using Virtual Worlds (VWs) such as Second Life (SL) for language teaching. This investigation compares the FLA levels of an Experimental Group (EG), which completed three activities through SL, with a Control Group (CG), which completed the same activities in the traditional classroom. Results indicate that the FLA levels of participants in the EG decreased as lessons went by in comparison with those participants in the CG. Moreover, findings suggest that the confidence of those participants working in SL increased as time went by. This boost in learners’ confidence could be attributed to the crucial role played by anonymity in VWs. ; A aquisição de uma segunda língua é um complexo emaranhado no qual não somente fatores cognitivos têm um papel crucial, mas também processos afetivos. Nas últimas décadas, a análise dos fatores afetivos do aprendizado nas segundas línguas e idiomas estrangeiros tem ganhado grande importância. Diversas pesquisas têm demonstrado uma forte correlação entre o aprendizado de línguas e aspectos como a personalidade, a motivação, a atitude e a ansiedade(por exemplo., Gardner 2020; Hewitt & Stephenson 2011;MacIntyre & Gardner, 1989). O objetivo deste artigo é pesquisar se o nível de ansiedade causada pelo aprendizado de línguas estrangeiras (FLA) poderia diminuir usando mundos virtuais tais como: Second Life (SL) para o ensino de línguas. Esta pesquisa comparou os níveis de FLA de um grupo experimental (GE) que terminou as mesmas 3 atividades através do SL, com um grupo controle (GC), que completou as mesmas três atividades na aula tradicional. Os resultados indicam que os níveis de FLA dos participantes no EG diminuíram à medida que as aulas avançavam em comparação com os participantes do GC. Além disso, as conclusões sugerem que a confiança dos participantes que trabalhavam no SL aumentou com o tempo. Este incremento na confiança dos alunos poderia atribuir se ao fator fundamental que desempenha o anonimato nos mundos virtuais.
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Keyword:
ansiedad; ansiedade; anxiety; aprendizado de línguas; aprendizaje de lenguas; language learning; motivação; motivación; motivation; mundos virtuais; mundos virtuales; virtual worlds
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URL: http://hdl.handle.net/10234/196839
https://doi.org/10.15178/va.2021.154.e1369
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| 15 |
Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 156-180 (2022) (2022)
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| 16 |
Neurobiology of peripartum mental illness
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In: ISSN: 0072-9752 ; Handbook of Clinical Neurology ; https://hal.archives-ouvertes.fr/hal-03355282 ; Handbook of Clinical Neurology, 2021, 182, pp.63-82. ⟨10.1016/B978-0-12-819973-2.00005-8⟩ (2021)
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| 17 |
Factors that Impact EFL Acquisition in Cape Verde
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In: Master’s Theses and Projects (2021)
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| 18 |
Anxiety through the students’ perspective : a multiple case study.
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| 19 |
Relationships Between Anxiety Symptoms, Hopelessness and Suicidal Ideation Among Parental Caregivers of Mandarin-Speaking Children With Speech Impairment: The Mediating Effect of Depressive Symptoms
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In: ISSN: 1664-0640 ; Frontiers in Psychiatry ; https://hal.archives-ouvertes.fr/hal-03323043 ; Frontiers in Psychiatry, Frontiers, 2021, 12, pp.648885. ⟨10.3389/fpsyt.2021.648885⟩ (2021)
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| 20 |
Anxious voice and avoidant language in interaction with a woman wearing an Islamic headscarf: field-experimental evidence from the Paris metro
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In: https://hal.archives-ouvertes.fr/hal-03140246 ; 2021 (2021)
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