The results of second language (L2) tests influence important life events such as university graduation, access to scholarships, and employment opportunities. Curiously, few studies have examined L2 exam-related emotions beyond anxiety. Emotions are important because they influence mediators such as motivation, the use of executive functions, and higher-level learning strategies, which in turn, influence test performance. This study identified the positive and negative achievement emotions experienced by 277 L2 university learners in Mexico. Findings based on independent t-tests revealed that, contrary to previous research suggesting that test anxiety dominates the testing experience, learners experience positive emotions (e.g., hope) more frequently than negative ones (e.g., shame). Furthermore, upon comparing the global averages of four positive emotions and four negative emotions, a robust difference was found (d > .80) favouring the positive emotions. Comparisons between genders showed that exam-related emotions favour males. It was concluded that L2 researchers ought to broaden the research agenda regarding exam-related emotions beyond test anxiety. Further, educators ought to implement teaching strategies that promote a positive emotional experience surrounding L2 testing, thereby improving test performance.
Research indicates that investigation into the role of emotions during the process of second language acquisition (SLA) has lagged behind the work of educational psychologists. Experts in the area of achievement emotions have suggested that SLA researchers have limited their examination mostly to the role of anxiety and enjoyment. Consequently, an action research project was carried out, first, to determine whether emotions in addition to anxiety and enjoyment tend to arise when learning a second language (L2). Second, 13 advanced English as a foreign language (EFL) learners at a university in Mexico participated in 4 tasks as part of their class over the first 9 weeks of the semester, and subsequently were interviewed about their emotional experience. The tasks included a 45-s mindfulness activity, a reflection designed to promote a growth mindset, a discussion of a famous bilingual individual, and free voluntary reading. The findings revealed that a variety of achievement emotions emerged during the course, and in particular, in response to the learning tasks. It was concluded that not only can SLA researchers benefit from the strides made in psychology regarding emotions, but also that L2 educators should help L2 students experience pleasant achievement emotions by including activities of the sort described in this study.
Fifty girls who were arrested in Boston on a charge of running away and their parents were studied via psychiatric interviews, rating schedules and psychotherapeutic data. There was an absence of psychosis and mental retardation in this group. A diversity of factors leading to running away episodes were elicited. Sexual factors were common. Family disturbances were usually found, reflecting in part the urban areas from which this group came. The girls showed a remarkable uniformity of behavior while on the run. Treatment of the whole family was often necessary for success in dealing with the runaway problem. The importance of intervention promptly is demonstrated by the associated self-destructive behavior of the girls, the frequency of severe family disturbances and the later histories of these youngsters.
Abstract:This paper reviews various methodologies to ensure engagement by MBA students.Analyses several theoretical models and identifies the most appropriate one for this purpose.Evaluates and expands upon recent innovations developed at other business schools. Presents a case study of inventive teaching techniques employed in workshops by this author. Which focus on developing both a multifunctional and multidisciplinary approach to undertaking research. Assesses the integral role imagination and reflection play throughout the process.Explores gaming as a possible option for future instructive sessions with this group.
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