Author : Golnaz Motiei
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (112 download)
Book Synopsis Learner Perceptions of Emotions in the Foreign Language Classroom: a One-year Study of the Connections Between Anxiety, Enjoyment, Performance and Individual Differences in Adult Education by : Golnaz Motiei
Download or read book Learner Perceptions of Emotions in the Foreign Language Classroom: a One-year Study of the Connections Between Anxiety, Enjoyment, Performance and Individual Differences in Adult Education written by Golnaz Motiei and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Emotions, both positive and negative, play an important role in foreign language learning. However, whereas a great number of studies have investigated the construct and sources of negative emotions such as foreign language classroom anxiety (FLCA) in second language learning, whereas less attention has been paid to the construct and sources of positive emotions such as foreign language enjoyment (FLE). The aims of this one-year longitudinal study are: (1) to determine the level of FLCA and FLE among adult EFL learners; (2) to explore the progress of the relationship between FLCA and FLE throughout the academic year; (3) to gauge the effect of FLCA and FLE on adult learners' performance in EFL, measuring their grammatical accuracy and communicative skills; (4) to examine the relationship between FLCA and FLE and a range of individual variables (age, gender, proficiency levels, study abroad experience, language repertoire, age they started learning English, educational levels and speaking English outside the classroom; and, (5) to explore the sources of FLCA and FLE that students experience in class from the point of view of students and their teachers. The data for the study was gathered at two public language schools (known in Catalan as Escola Oficial d'Idiomes or EOI) in the Barcelona area at the beginning and at the end of the academic year 2015-2016. In total, 237 bilingual Spanish/Catalan EFL learners at different proficiency levels (B1, B2, C1) with an age range between 16 to 68 participated. The quantitative and qualitative data was obtained through three sections of a questionnaire, a language test and a semi-structured interview. Results indicate that 1) Students experienced FLCA and FLE from time to time and they experienced more FLE than FLCA at the beginning and at the end of the year in addition, they experienced higher levels of anxiety at the beginning of the year than at the end, whereas there was no significant difference between the level of FLE at the beginning and at the end of the year. 2) There was a significant negative relationship between FLCA and FLE that became weaker at the end of the academic year. 3) FLE had a significant positive effect on students' performance, and FLCA had a significant negative effect. Regarding the individual variables, there were mixed results. Some variables were not significant at all, such as age and educational level; and others changed throughout the course, such as gender or speaking English outside the classroom. 5) The sources of FLCA and FLE reported by language learners and teachers were connected to classroom-related factors; learner-related factors or teacher-related factors. This current study extended several other previous studies and contributed new aspects to FLCA and FLE: while as speculated, FLCA had a detrimental effect on the language learning process, there was evidence that FLE can facilitate language learning. Language instructors must therefore be aware of the presence of FLCA and FLE so they can find various ways to minimise FLCA and increase students' FLE.
