Foreign language enjoyment, ideal L2 self, and intercultural communicative competence as predictors of willingness to communicate among EFL learners

Fathi, Jalil; Pawlak, Mirosław; Mehraein, Sepideh; Hosseini, Hamed Mohammad; Derakhshesh, Ali

doi:10.1016/j.system.2023.103067

Cited by 38 publications

(13 citation statements)

References 91 publications

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“…Digital platforms, multimedia resources and online communication tools serve as conduits for authentic cultural immersion, interactive learning experiences and global collaboration (Luo and Gao, 2024). Telecollaboration, for instance, facilitates cross-cultural engagement, enabling learners from diverse cultural backgrounds to engage in collaborative projects, exchange perspectives and cultivate intercultural competencies (Egitim, 2024; Eren, 2023; Fathi et al , 2023). In addition, technology facilitates personalized and adaptive learning experiences tailored to individual learners’ needs and preferences.…”

Section: The Interplay Between Language Technology and Culturementioning

confidence: 99%

Guest editorial: CALLing out culture: the interplay between language, technology and culture

Tafazoli

2024

JME

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Section: The Interplay Between Language Technology and Culturementioning

confidence: 99%

Guest editorial: CALLing out culture: the interplay between language, technology and culture

Tafazoli

2024

JME

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“…FLE, acknowledged as a prominent positive sentiment in L2 education ( Botes et al, 2022 ; Fathi and Hejazi, 2023 ), is characterized as an activating and task-focused emotion ( Pekrun, 2006 ). Numerous studies underscore the central role of FLE in yielding highly favorable educational outcomes, including heightened engagement, increased willingness to communicate (WTC), enhanced L2 proficiency, and reduced L2 anxiety (e.g., Shen, 2021 ; Botes et al, 2022 ; Fathi et al, 2023 ). Additionally, FLE is intimately linked to learners’ creativity, self-efficacy, and self-assessed competence ( Dewaele and Dewaele, 2020 ; Derakhshan and Fathi, 2023 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the relationships among teacher–student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence

Li,

Zhang

2024

Front. Psychol.

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IntroductionWithin the realm of Chinese English as a Foreign Language (EFL) education, this research endeavors to explore the intricate interplay among teacher-student relationships, learning enjoyment, and burnout. It specifically aims to investigate the potential mediation role of emotional intelligence. The study delves into the experiences of 806 EFL students to comprehensively scrutinize these dynamics.MethodsEmploying Structural Equation Modeling (SEM), this study conducts a thorough analysis of the relationships between teacher-student dynamics, learning enjoyment, and burnout among EFL students. The primary objectives involve uncovering correlations among these factors and elucidating the potential mediating impact of emotional intelligence.ResultsThe findings underscore robust associations between positive teacher-student relationships, heightened learning enjoyment, and reduced levels of burnout among EFL students. Noteworthy is the pivotal role of emotional intelligence, acting as a mediator, offering insights into the intricate ways in which teacher-student relationships and learning enjoyment influence burnout levels.DiscussionThese outcomes highlight the significance of nurturing students’ emotional intelligence as a protective factor against burnout, advocating for tailored educational interventions. The research advocates for proactive measures to enhance emotional intelligence among EFL students, emphasizing its potential to mitigate burnout. Moreover, it suggests pedagogical strategies and institutional support prioritizing emotional intelligence to foster the well-being and academic success of Chinese EFL students.

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“…Introduced by Dewaele and MacIntyre (2014) , the concept of foreign language enjoyment (FLE) has been proven to help learners broaden their perspectives, enhance their learning engagement, and build resources to improve the language learning experience (see Jin & Zhang, 2019 ). The number of studies on FLE has sharply increased over the last decade ( Fathi et al, 2023 ; MacIntyre & Dewaele, 2018 ; Proietti Ergün & Ersöz Demirdağ, 2022 ) due to its significant role in promoting learners’ wellbeing and facilitating language learning. The 21-item FLE Scale was originally designed and validated by Dewaele and MacIntyre (2014) .…”

Section: Literature Reviewmentioning

confidence: 99%

Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

2023

Self Cite

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We tested an assessment model, by which teacher self-efficacy, perceived school climate, and psychological wellbeing at work, might predict teaching enjoyment. We invited a convenience sample of 355 teachers of English as a foreign language (EFL) to respond to four online questionnaires. We used confirmatory factor analysis (CFA) to check the scales’ construct validity and structural equation modeling (SEM) to test associations among the variables. Our results showed that teacher self-efficacy, perceived school-climate, and psychological wellbeing were direct predictors of foreign language teaching-enjoyment (FLTE). Teacher self-efficacy affected FLTE indirectly, as induced by psychological well-being. School climate also indirectly influenced FLTE, as mediated by teacher self-efficacy and psychological wellbeing, with school climate a direct predictor of teacher self-efficacy and psychological wellbeing. Teacher self-efficacy directly affected psychological wellbeing. We discuss implications of these findings for teacher-education programs.

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Foreign language enjoyment, ideal L2 self, and intercultural communicative competence as predictors of willingness to communicate among EFL learners

Cited by 38 publications

References 91 publications

Guest editorial: CALLing out culture: the interplay between language, technology and culture

Guest editorial: CALLing out culture: the interplay between language, technology and culture

Exploring the relationships among teacher–student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence

Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

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