A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement

Li, Chengchen

doi:10.1080/01434632.2019.1614187

Cited by 243 publications

(286 citation statements)

References 68 publications

Supporting

Mentioning

205

Contrasting

Unclassified

Order By: Relevance

“…This confirms earlier findings about the bigger influence teachers have over their students’ FLE than over their FLCA, everywhere in the world (cf. Dewaele, Witney, et al., ; Jiang & Dewaele, ; Li, ). Dewaele and MacIntyre () argue that the reason for this is that FLCA is more strongly linked to learners’ personality traits (Neuroticism and Introversion) than FLE, which is more strongly predicted by learner‐external factors such as attitude toward the teacher and his/her friendliness, and by the learner's personality trait Cultural Empathy.…”

Section: Discussionmentioning

confidence: 99%

“…These are typically activities where students have agency, where they develop a sense of autonomy, and are encouraged to use their imagination. Teachers who are friendly, positive, humorous, happy, well‐organized, competent, enthusiastic about the FL, encouraging, and considerate will boost their learners’ FLE (Arnold, , ; Dewaele, Witney, et al., ; Dewaele & MacIntyre, ; Li, ; Oxford, , ). Crucially, it is FLE rather than FLCA that is directly tied to the product of successful L2 learning in classroom settings.…”

Section: Discussionmentioning

confidence: 99%

“…Interview data showed that the individual experience of FLE is mainly shaped by learner‐external variables such as teacher and peers. Li () used the Chinese version of the FLE questionnaire to investigate individual differences and the dynamic interactions between emotions and EFL performance of 1,718 high school pupils. She found a strong positive relationship between FLE and EFL learning achievement ( r = .511 , p < .0001) and a slightly weaker negative relationship between FLCA and EFL learning achievement ( r = −.335 , p < .0001) (p. 81).…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment

Dewaele

Magdalena

Saito

2019

The Modern Language Journal

200

119

View full text Add to dashboard Cite

The present study explores the relationship between Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) and a number of teacher‐centered variables within the Spanish classroom context. Participants were 210 former and current learners of English as a foreign language (EFL) from all over Spain who filled out an online questionnaire with Likert scale items. A moderate negative relationship emerged between FLE and FLCA. Participants who had an L1 English speaker as a teacher reported more FLE and less FLCA than those with a foreign language user of English. Teacher characteristics predicted close to 20% of variance in FLE but only 8% of variance in FLCA. The strongest positive predictor of FLE was a teacher's friendliness while a teacher's foreign accent was a weaker negative predictor. Teacher‐centered variables predicted much less variance for FLCA. Participants experienced more FLCA with younger teachers, very strict teachers, and teachers who did not use the foreign language much in class. The findings confirm earlier research that FLE seems to be more dependent on the teachers’ pedagogical skills than FLCA.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment

Dewaele

Magdalena

Saito

2019

The Modern Language Journal

200

119

View full text Add to dashboard Cite

show abstract

“…Intervention studies with longitudinal research designs and use of experimental and control groups could shed light on the nature of short-term fluctuations in FLE and FLCA (cf. Boudreau et al 2018;Khajavy et al 2018) and how these could lead to longer-term change in FLE and FLCA (Li 2018. It is also necessary to investigate whether a certain threshold in FLE and FLCA needs to be reached for students' WTC to rise, and whether such optimal emotional conditions and increased engagement in a single task or classroom activity could then gradually expand to other tasks and activities.…”

Section: Limitations Pedagogical Implications and Suggestions For Fumentioning

confidence: 99%

“…Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) have been found to have complex dynamic relationships with both learner-internal and contextual variables (Dewaele and Dewaele 2017; Dewaele and MacIntyre 2014, 2016Karci, Özdemir and Balta 2018) and play an important part in learners' Willingness to Communicate in the Foreign Language (FL) and in their performance in the FL . Relationships have been found to be broadly similar in FL classes in different parts of the world, including Belgium (De Smet et al 2018), China (Jin and Zhang 2018, Li 2018Li, Jiang and Dewaele 2018;Li, Dewaele and Jiang, 2019); Iran (Shirvan and Taherian 2018; Shirvan and Talebzadeh 2018); Japan (Saito et al 2018); Poland (Piechurska-Kuciel 2017), Saudi Arabia (Dewaele and Alfawzan 2018), Spain (Dewaele, Magdalena Franco and Saito 2019) and the United Kingdom (Dewaele and Dewaele 2017;Dewaele, Witney, Saito and Dewaele 2018). Most of these studies focused on English as a FL.…”

Section: Introductionmentioning

confidence: 99%

How distinctive is the foreign language enjoyment and foreign language classroom anxiety of Kazakh learners of Turkish?

Dewaele

Özdemir

Karci

et al. 2019

Applied Linguistics Review

View full text Add to dashboard Cite

The present study focuses on foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 592 learners of Turkish as a foreign language (FL) in Kazakhstan. Mean levels of FLE and FLCA were found to be similar to previous studies in different settings with different target languages. In contrast with previous literature, a weak positive correlation was found between FLE and FLCA and the gender effect went in the opposite direction, with male participants reporting more FLCA than female participants. Multiple regression analyses revealed that FLE and FLCA were more strongly predicted by learners’ attitude toward Turkish and teacher-related variables than by learner-internal variables, confirming previous research outside Kazakhstan. Attitude toward the FL, teacher’s friendliness, strictness and frequency of use of the FL, attitude toward the teacher, participant’s age and FL exam result explained a total of 25% of variance in FLE. Differing slightly from previous studies, FLCA was found to be only weakly predicted (6% of variance) by some learner-internal variables (FL exam result, attitude toward the FL) as well as teacher-centred variables (friendliness, strictness). The findings suggest that variation in FLE and FLCA among Kazakh learners of Turkish is quite similar to that established in other contexts.

show abstract

Positive psychology and language learning: A systematic scoping review

Aydın,

Tekin

2023

Review of Education

View full text Add to dashboard Cite

Although emotions are vitally important for achievement and performance in learning a new language, prior research has mainly focused on negative emotions and the cognitive aspects of second language acquisition and foreign language learning. However, the number of studies on the relationship between positive psychology and language learning has increased since 2014. Nevertheless, research is still inconclusive. This study, using a systematic scoping review, aims to analyse and synthesise the studies on the relationship between positive psychology and of second language acquisition and foreign language learning to present implications for practice and future research. It concludes that the use of positive psychology elements effectively enhances foreign language enjoyment, decreases foreign language anxiety, and develops basic language skills. In light of the conclusions reached, implications for practice and further research are presented. Context and implications Rationale for the study Emotions are vital for performance and achievement in the second language acquisition and foreign language learning processes. However, research on these processes has mainly focused on negative emotions and the cognitive aspects until 2014. Although the number of studies has significantly increased after 2014, the results are inconclusive in gaining insight and shaping practice and future research. Why do the new findings matter? The findings in the study are significant for positioning the elements of positive psychology in second language acquisition and foreign language learning and may lead to the emergence of a novel language learning approach. Implications for researchers, teachers, and policy makers Researchers should focus on the relationships between positive psychology and language learning in different cultures and educational and instructional contexts. Language teachers need to attach importance to the mediating role of positive psychology in their classes. To achieve this, they should collaborate with school counsellors. Last, curriculum developers and policy makers should integrate and implement positive psychology elements into the pre‐service and in‐service teaching programmes.

show abstract

A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement

Cited by 243 publications

References 68 publications

The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment

The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment

How distinctive is the foreign language enjoyment and foreign language classroom anxiety of Kazakh learners of Turkish?

Positive psychology and language learning: A systematic scoping review

Contact Info

Product

Resources

About