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Narratives of infertile Muslim women: the construction of personal and socio-cultural identities in weblogs
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The influence of student perception of teacher emotional intelligence and happiness on foreign language learning
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Science in exile: EAL academic literacies development of established Syrian academics
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The influence of L2 on L1: metapragmatic judgments of L1 non-verbal greetings by Saudi L2 speakers of English - a mixed methods study
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Whose Karate? Language and cultural learning in a multilingual Karate club in London
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Deux ou trois choses que je sais d’elles : les variantes émergentes en français multiculturel de la région parisienne
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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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Visual cues and perception of emotional intensity among L1 and LX users of English
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Closest conjunct agreement in replacives: experimental evidence from Estonian
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Do you see / hear / understand how he feels? Multimodal perception of a Chinese speaker’s emotional state across languages and cultures
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How to prepare psychotherapists for interpreter-mediated therapy?
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Academic socialisation through collaboration: textual interventions in supporting exiled scholars’ academic literacies development
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Negotiating the language(s) for psychotherapy talk: a mixed methods study from the perspective of multilingual clients
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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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The East India Company Language Policy in the early 19th Century
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Activism signage, emplacement, and sense of public space: a mixed methods study of the linguistic landscape of Bloomsbury
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The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
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The predictive power of sociobiographical and linguistic variables on foreign language anxiety of Chinese university students
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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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