Classroom enjoyment and anxiety among Saudi undergraduate EFL students: does gender matter?

Bensalem, Elias

doi:10.35869/vial.v0i18.3363

Cited by 14 publications

(21 citation statements)

References 34 publications

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“…It is well-recognized and wellestablished that foreign language anxiety plays a negative role in foreign language learners' progress and performance (Liu and Jackson, 2008;MacIntyre and Gregersen, 2012;MacIntyre and Mercer, 2014;MacIntyre and Vincze, 2017;MacIntyre et al, 2019). Dewaele and Alfawzan (2018) and Bensalem (2021) further confirmed such a negative relationship between anxiety and foreign language achievement. Besides, by analyzing a group of 189 foreign language pupils and 152 English learners and users in Saudi Arabia, they discovered that better test results were obtained when students had higher levels of enjoyment in foreign language classes.…”

Section: Research On Esp Writing and The Influence Of Emotions On Lan...mentioning

confidence: 78%

Improving ESP Writing Class Learning Outcomes Among Medical University Undergraduates: How Do Emotions Impact?

Chen

2022

Front. Psychol.

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As English plays a significant role in most professions, improving the English for Specific Purpose (ESP) writing competence allows individuals to participate in the global professional community, which makes ESP writing important for research. However, research on ESP writing is reported to be insufficient, and how factors such as emotions affect ESP writing is rarely and marginally studied. Therefore, this study aimed at investigating how induced emotions influence the learning outcome in ESP writing classes with an emphasis on a particular rhetorical choice among medical university undergraduates. A total of 63 medical university undergraduates were recruited. After the emotional inducement, they were taught with materials selected and adopted from the BioCauses corpus and with an explicitly inductive teaching approach. Results revealed that positive emotions positively correlated with better learning outcomes, while negative emotions hindered participants in their learning. The results shed light on the impact of emotional states on ESP/medical research article (MRA) writing, learning, and teaching. Further study implications were provided accordingly.

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Section: Research On Esp Writing and The Influence Of Emotions On Lan...mentioning

confidence: 78%

Improving ESP Writing Class Learning Outcomes Among Medical University Undergraduates: How Do Emotions Impact?

Chen

2022

Front. Psychol.

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“…The low social status also limits their interaction with people. Therefore, the effect of gender on anxiety may be neutralized and show no significant differences [19].. However, the research on Korean participants show significant differences with females more intense emotion .Korean culture also resemble male-dominated culture.…”

Section: 2discussion On Researches Of Flca and Gendermentioning

confidence: 92%

“…As a reflection on the three mentioned studies, Bensalem's finding suggests there was no significant difference between intensity of anxiety among male and female learners except two questionnaires items in relation to speaking in class shown significant gender [19].Dewaele observed female leaners with both significant more positive and more mild negative emotions. Women's heightened emotionality may benefit the acquisition and production of the FL [17].…”

Section: 2discussion On Researches Of Flca and Gendermentioning

confidence: 93%

Effect of Gender in SLA, Inspiring Gender Roles SLA Research

Huang¹

2022

IJEH

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Gender has been proved to play crucial roles in SLA (second language acquisition) . While there remains controversary in gender effect on SLA. More and more empirical findings suggest the similarities between the two gender outnumber differences, which has shifted the view on gender SLA from nature to nurture. The present literature review will first compare most recent studies focus on metacognitive strategies and foreign language anxiety. Then, suggestions on gender role research that can provide extra explanations on previous contradictory gender SLA will be made. This leads to richer understandings of the relations between gender and language learning across societies and communities. Present review can also provide suggestions for understanding the mechanism that sex roles shape language acquisition.

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“…In these circumstances, the new university environment after high school could play a significant role in females' use of English in communication. In a recent study, Bensalem (2021) found that female students felt significantly more anxious in English, even though they were well prepared. Apart from that, it is extremely important to encourage freshmen females to actively express their views and questions in English with their peers and professionals.…”

Section: Discussionmentioning

confidence: 94%

English-Medium Instruction and Content Learning in Freshman Year: An Investigation of a Saudi University Students’ Challenges and Learning Strategies

Altheyab

Alalwi

2022

WJEL

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The present study investigates the challenges that science freshmen perceive in English-medium instruction at Prince Sattam bin Abdelaziz University in terms of language and learning as well as the frequency of relevant learning strategies employed by students. A questionnaire was used to collect data from 376 students enrolled in the First Year Program at Prince Sattam Bin Abdelaziz University, considering their gender, scientific tracks, and previous English exposure. Results reveals that females were less comfortable communicating with professionals in their classrooms. Simultaneously, freshmen females perceive greater challenges in content comprehension, knowledge application, and learning adaptability. Therefore, they relied on learning strategies supported by L1 more frequently than males. Comparison of groups based on tracks shows that engineering students have more difficulty communicating with professionals than medical students. Furthermore, freshmen with extensive prior English exposure had fewer difficulties communicating with their peers and professionals. They perceived fewer difficulties with content comprehension, knowledge application, and learning adaptability. In contrast, freshmen with little prior exposure to English relied more on L1-related learning strategies. The findings show significant differences in perceiving EMI-related challenges and adopted learning strategies based on the relevant variables. They suggest that the shift from high school Arabic-medium education to English-medium instruction in higher education requires careful institutional and individual planning.

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Classroom enjoyment and anxiety among Saudi undergraduate EFL students: does gender matter?

Cited by 14 publications

References 34 publications

Improving ESP Writing Class Learning Outcomes Among Medical University Undergraduates: How Do Emotions Impact?

Improving ESP Writing Class Learning Outcomes Among Medical University Undergraduates: How Do Emotions Impact?

Effect of Gender in SLA, Inspiring Gender Roles SLA Research

English-Medium Instruction and Content Learning in Freshman Year: An Investigation of a Saudi University Students’ Challenges and Learning Strategies

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