Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Although the role of emotions in willingness to communicate (WTC) of learners of English as a foreign language (EFL) has triggered abundant research in traditional, in-person language classes, little is known about how these emotions affect learners’ communication behavior in online classrooms. Adopting a mixed-method design, the present study investigated the effect of foreign language boredom (FLB) and foreign language enjoyment (FLE) on EFL learners’ L2 WTC in online classrooms. The data gathered through an online survey from 469 EFL learners were analysed through multiple linear regression, dominance analysis, and mediation analysis. The findings revealed that FLB had a considerably strong effect on L2 WTC, although this effect was to some extent diminished by FLE, FLB overshadowed learners’ online learning experience. To gain a...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

Foreign language teaching enjoyment (FLTE) has recently been introduced as a broad positive emotion experienced by foreign language (FL) teachers, despite obstacles embedded in FL teaching. However, identifying its psychological outcomes – and the cultural specificity of these outcomes – has received scant research attention across different contexts. The present cross-cultural study aims to investigate whether teachers’ FLTE can predict and influence engagement and well-being in the English as a foreign language (EFL) context of Iran and China. A series of structural equation models (SEMs) indicated that EFL teachers’ FLTE affected their work engagement and well-being in both Iranian and Chinese samples, with structural invariance tests confirming the group-level differences between Iranian and Chinese EFL teachers in the light of...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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Second and foreign language (L2) learning boredom has triggered a spate of studies in recent years. Researchers have also developed instruments that tap into this emotion. However, such tools contain many items, may be culture-specific, or have a disputed factor structure. To address these shortcomings, we aimed to develop and validate a short version of the 23-item Boredom in Practical English Classes-Revised (BPELC-R) Scale. A dataset from 1,254 students in degree programs in English from different countries (i.e., Hungary, Iran, Iraq, Poland) was used. Data were split into two groups, and the first sample was used to develop the short-form measure, with principal component analysis (PCA)...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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In line with current trends in the field to reduce the number of items in scales and to provide thorough validation evidence, the study aimed to develop and validate a short-form version of the 21-item Boredom in Learning English Outside of School (BLEOS) scale. A multinational dataset of n = 1,133 participants was divided into two samples: the first sample was used to develop the Short-form Boredom in Learning English Outside of School (S-BLEOS) scale while the second sample was used to validate the scale. Development efforts included examining the underlying factor structure of the 21-item scale and selecting items through a combination of factor loadings, item reliabilities, and inter-item...

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