Positive emotional stimuli in teaching foreign language vocabulary

Kráľová, Zdena; Kamenická, Jana; Tirpáková, Anna

doi:10.1016/j.system.2021.102678

Cited by 10 publications

(5 citation statements)

References 36 publications

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“…Other cross-sectional studies (Wei et al, 2019;Liu and Wang, 2021) found a significant mediating effect of FLE on the relationship between grit and L2 performance; a relationship between trait emotional intelligence and English learning achievement has also been reported (Li, 2020). In another experimental study (Kralova et al, 2022), declarative vocabulary and FLE showed a significant and concurrent post-test increase.…”

Section: Effect Of Fle On L2 Achievementmentioning

confidence: 77%

“…However, in their cross-sectional study, Jin and Zhang (2021) performed a path analysis revealing that the “private dimension” of FLE played a more significant role in promoting L2 achievement than the “teacher dimension” and “student support dimension.” Other cross-sectional studies ( Wei et al, 2019 ; Liu and Wang, 2021 ) found a significant mediating effect of FLE on the relationship between grit and L2 performance; a relationship between trait emotional intelligence and English learning achievement has also been reported ( Li, 2020 ). In another experimental study ( Kralova et al, 2022 ), declarative vocabulary and FLE showed a significant and concurrent post-test increase.…”

Section: Literature Reviewmentioning

confidence: 84%

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A cross-lagged panel analysis of second language achievement and enjoyment

Gao

2023

Front. Psychol.

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Although self-perceived language proficiency has recently been found to influence foreign language enjoyment (FLE), rigorous assessment of the causal relationship between actual second language (L2) achievement and FLE has received relatively little attention. Based on control-value theory, this longitudinal study examined the causal antecedents of the relationship between the L2 achievement of 206 FL learners and their FLE from the perspective of dynamic systems theory and conducted a cross-lagged panel (CLP) analysis using Mplus 8.3 software. Both variables were measured two times over one academic year (10 months) in an English as a foreign language (EFL) course. The Wilcoxon signed-rank test showed significant changes in both variables over time. According to the CLP path model, L2 achievement at Time 1 (T1) appeared to affect subsequent FLE, while FLE at T1 failed to predict L2 achievement at Time 2 (T2). This study provides empirical evidence of the directional effect of L2 achievement on FLE regarding the hypothesized reciprocal effect of the two. Implications for stakeholders in the field of education are discussed.

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Section: Effect Of Fle On L2 Achievementmentioning

confidence: 77%

Section: Literature Reviewmentioning

confidence: 84%

A cross-lagged panel analysis of second language achievement and enjoyment

Gao

2023

Front. Psychol.

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“…Digital games have been found to provide distinctive opportunities for acquiring, retaining, and contextualizing vocabulary [ 14 , 17 , 38 ]. Vocabulary learning, in particular, benefits from the immersive and interactive nature of digital games, facilitating repeated exposure and contextualization [ [11] , [39] , [40] ], The engaging nature of game environments have shown promise in fostering motivation, memory, task-switching, instant feedback, and interactivity, which can enhance learners’ engagement and autonomy [ 38 , 41 , 42 ]. In language learners, it may promote autonomous learning strategies such as word lookup and contextual integration of new vocabulary [ [9] , [11] , [43] ].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Mistakes are viewed as an essential part of the learning process [ 36 , 45 ]. Additionally, the game environment can evoke feelings of enjoyment and security, which might reduce learners’ anxiety about using a foreign language and making mistakes [ 15 , 36 , 40 ]. Foreign language learners reported an overall positive attitude towards learning a language using digital games [ [11] , [15] , 43 , 46 ] and often cited increased motivation as one of the key benefits [ 10 , 12 , 38 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the relationship between digital gaming, language attitudes, and academic success in EFL university students

Vnucko,

Kralova,

Tirpakova

2024

Heliyon

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“…Informing students about modern developments, ideas for improving the environment is important for their subsequent introduction into world practice, exposing myths that make it difficult to solve problems [10]. The construction of an interdisciplinary block is based on personal value content, which provides an emotional incentive to communicate in a foreign language [11], the manifestation of a person's social inclination to communicate when solving significant problems [12]. The dynamics of the educational process are established through consistent content and the use of optimal educational technologies aimed at simultaneous mastery of the subject of study and linguistic means, the growth of new knowledge and skills, high-quality assimilation of knowledge, and the acquisition of experience [13], as well as openness when interacting with the educational environment, information resources and participants in the educational process [14].…”

Section: Introductionmentioning

confidence: 99%

Assessment of university students’ need to acquire knowledge about ecology

Timkina,

Mikhaylova

2023

E3S Web Conf.

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The article discusses the necessity and possibility of including an integrated module of environmental education and foreign language in the training of bachelors at the university. It is noted that the inclusion of environmental education in a foreign language course contributes to the expansion of knowledge acquired earlier, reduces the burden on students, meets the needs of society and the individual. To design an integrated module, it is necessary to determine the readiness and desire of students for environmental education. The authors developed a questionnaire consisting of four blocks aimed at determining previous environmental education in various forms, students’ involvement in personal environmental practices, knowledge and attitude towards measures to improve the environment; students’ needs in environmental education. It is established that a minority of students are involved in personal practices of pollution reduction, students show pessimism in the use of modern technologies, are focused on state measures and control in the field of environmental protection. On the one hand, respondents note the need for knowledge on environmental issues; on the other hand, they believe that only special disciplines are able to provide this data, given that such disciplines are not included in the curriculum at non-core faculties. The data obtained confirm the relevance of the integrated course, allow us to identify topics that are designed to provide students with new knowledge and strengthen confidence in the technological solution of many environmental problems, as well as support students in applying personal practices that reduce environmental harm.

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Positive emotional stimuli in teaching foreign language vocabulary

Cited by 10 publications

References 36 publications

A cross-lagged panel analysis of second language achievement and enjoyment

A cross-lagged panel analysis of second language achievement and enjoyment

Exploring the relationship between digital gaming, language attitudes, and academic success in EFL university students

Assessment of university students’ need to acquire knowledge about ecology

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