The feeling classroom: diversity of feelings in instructed l2 learning

Sampson, Richard J.

doi:10.1080/17501229.2018.1553178

Cited by 27 publications

(24 citation statements)

References 17 publications

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“…A number of studies identified multiple sources for FLE. They include teacher factors (e.g., predictability, friendliness, patience, behaviors, and use of L2), peer factors (e.g., student cooperation), self-factors (e.g., age, gender, multilingualism, level in the FL, relative standing in class, L2 attitude, attitude towards L2 teacher), content (e.g., novelty of content and difficulty of tasks), and classroom environment in L2 class (e.g., Dewaele & MacIntyre, 2014Dewaele et al 2018;Dewaele, Magdalena Franco et al, 2019;Li et al, 2018;Jiang, 2020;Khajavy et al, 2018;Sampson, 2020).…”

Section: Enjoyment In L2 Learningmentioning

confidence: 99%

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Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes

Dewaele

2021

Language Teaching Research

255

109

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Teacher enthusiasm is attracting growing attention in educational and learner psychology research. There is evidence that teacher enthusiasm is contagious in class and positively affects student emotions. Their fundamental role in shaping student engagement has also been well documented. However, the links – between teacher enthusiasm and student emotions, and between student emotions and engagement – remain underexplored in instructed second language acquisition. The present study adopted a mixed-method approach to examine the complex relationships between perceived teacher enthusiasm, emotions (enjoyment and boredom), and social-behavioral learning engagement among 2,002 learners of English as a foreign language (EFL) from 11 universities in China. Quantitative analyses showed small to large correlations between perceived teacher enthusiasm, enjoyment, boredom, and social-behavioral learning engagement. In addition, student enjoyment and boredom were found to co-mediate the relationship between perceptions of teacher enthusiasm and student social-behavioral engagement in English classes. Qualitative interviews with nine students provided insights into the potential causes of the statistical patterns. Theoretical and pedagogical implications are discussed, followed by directions for future research.

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Section: Enjoyment In L2 Learningmentioning

confidence: 99%

“…novelty of content and difficulty of tasks), and classroom environment in L2 class (e.g. Dewaele & MacIntyre, 2014Dewaele et al 2018;Dewaele, Franco Magdalena & Saito, 2019b;Jiang, 2020;Khajavy et al, 2018;Li et al, 2018;Sampson, 2020).…”

Section: Enjoyment In L2 Learningmentioning

confidence: 99%

Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes

Dewaele

2021

Language Teaching Research

255

109

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“…Boudreau, MacIntyre and Dewaele (2018) state that "prior research in SLA has either ignored emotions, underestimated their relevance, or has studied them as a relatively stable individual difference variable" (p. 149). Since Gardner's (1985) work on the influence of motivation to learn, research on emotions has established links with the cognitive elements of language learning (Gkonou, Daubney, & Dewaele, 2017;MacIntyre, 2007;Sampson, 2018). With these new developments, some have stated that too much attention has been placed on the impact of negative emotions, and more recent work has examined the effects of positive and negative emotions (Boudreau et al, 2018;MacIntyre & Dewaele, 2014;Piniel & Albert, 2018;Sampson, 2018).…”

Section: Negative Emotions In Foreign Language Classroom and Foreign mentioning

confidence: 99%

“…Since Gardner's (1985) work on the influence of motivation to learn, research on emotions has established links with the cognitive elements of language learning (Gkonou, Daubney, & Dewaele, 2017;MacIntyre, 2007;Sampson, 2018). With these new developments, some have stated that too much attention has been placed on the impact of negative emotions, and more recent work has examined the effects of positive and negative emotions (Boudreau et al, 2018;MacIntyre & Dewaele, 2014;Piniel & Albert, 2018;Sampson, 2018). In his study on the diversity of feelings in the foreign language classroom, Sampson (2018) says that a lot of this attention has been on FLA (Horwitz et al, 1986).…”

Section: Negative Emotions In Foreign Language Classroom and Foreign mentioning

confidence: 99%

“…With these new developments, some have stated that too much attention has been placed on the impact of negative emotions, and more recent work has examined the effects of positive and negative emotions (Boudreau et al, 2018;MacIntyre & Dewaele, 2014;Piniel & Albert, 2018;Sampson, 2018). In his study on the diversity of feelings in the foreign language classroom, Sampson (2018) says that a lot of this attention has been on FLA (Horwitz et al, 1986). He describes the extent of this focus as being that "one could be forgiven for believing anxiety to be the default feeling for any L2 learner" (p.…”

Section: Negative Emotions In Foreign Language Classroom and Foreign mentioning

confidence: 99%

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Identifying Emotions and Thoughts Related to Speaking Anxiety: Laying the Groundwork for Designing CBT-based Support Materials for Anxious Learners

Curry

Maher

Peeters

2020

JPLL

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Students describing feelings of anxiety and a lack of confidence for speaking in a foreign language can be a common phenomenon in the context of Japanese higher education. We believe that cognitive-behavioural therapy (CBT) techniques can be used to help such learners overcome these feelings. A scenario-based questionnaire, adapted from Gkonou and Oxford’s MYE (2016), was designed in order to examine a number of speaking situations which were thought to induce anxiety, the emotions students associate with these situations and why they feel them, whether there are any situational factors influencing their perceptions, and what coping strategies they may or may not use. Using data collected from 85 first-year English-language majors, we found that ‘You want to say something in English in class, but you don’t’ was the most negatively rated scenario. This was reported as a frequent occurrence and was also a scenario where they lacked coping strategies to deal with their negative emotions. The data also show that there are notable, significant correlations between how frequently students experience any of the given scenarios and how they rate their emotions, with the more frequently a scenario is experienced, the more negatively it is evaluated. This data will be utilised to design CBT-based activities to reduce anxiety in the foreign language classroom.

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Introduction

Nakamura

2023

Springer Texts in Education

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The feeling classroom: diversity of feelings in instructed l2 learning

Cited by 27 publications

References 17 publications

Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes

Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes

Identifying Emotions and Thoughts Related to Speaking Anxiety: Laying the Groundwork for Designing CBT-based Support Materials for Anxious Learners

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