scholarly journals Language Learning in Crisis Mode: The Connection Between LX Grit, Trait Emotional Intelligence and Learner Emotions

2021 ◽  
Vol 3 (2) ◽  
pp. 99-117
Author(s):  
Pia Resnik ◽  
Sharona Moskowitz ◽  
Alex Panicacci
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Language Learning ◽  
Group Dynamics ◽  
Significant Proportion ◽  
Trait Emotional Intelligence ◽  
Efl Learners ◽  
Terra Incognita ◽  
Reliable Predictor ◽  
Use Of Technology

When COVID-19 was declared a pandemic, the education sector soon faced the unprecedented challenge of moving courses online within no time. The rapid implementation of emergency remote teaching (ERT) led to students and teachers alike being thrown into an emotional terra incognita. This paper sets out to explore if foreign language (LX) grit, learners’ passion and perseverance for LX learning, is a predictor of learners’ foreign language enjoyment (FLE) and their foreign language anxiety (FLCA) in LX classes taught remotely due to COVID-19. Additionally, the role of trait emotional intelligence (TEI) in mediating the connections between LX grit, FLE, and FLCA is investigated. With a web survey, data were collected from 481 English as a Foreign Language (EFL) learners in Europe. Regression analyses indicated that LX grit was a reliable predictor of FLE and TEI. TEI functioned as a partial mediator in the model, explaining a significant proportion of variance (14.3%) in FLE scores. Thus, grittier students, who were also more emotionally intelligent, reported enjoying their English classes more. LX grit was also shown to be a reliable predictor of FLCA. In this case, TEI functioned as a full mediator in the model, explaining 22.5% of the variance in FCLA scores. Therefore, lower TEI scores were linked to higher levels of FLCA. Less gritty EFL learners scored lower on TEI, which consequently determined higher levels of FLCA. Data from two open-ended questions revealed that particularly enjoyable or anxiety-provoking episodes during ERT were similar among all learners. While positive group dynamics, teachers’ forgiving nature and easy-going disposition, humor as well as the innovative use of technology were mentioned as common factors boosting their FLE, speaking in front of strangers, overwhelming workload and technology-related aspects were frequently mentioned sources of anxiety.

scholarly journals Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Pia Resnik ◽  
Jean-Marc Dewaele
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Trait Emotional Intelligence ◽  
Efl Learners ◽  
Language Classroom ◽  
Moderate Negative Correlation ◽  
The Relationship ◽  
Emotionally Intelligent

Abstract Due to the spread of Covid-19, universities had to move their courses online abruptly. This paper explores its impact on 510 European tertiary-level English as a Foreign Language (EFL) learners’ classroom emotions and analyses possible links to their trait emotional intelligence (TEI) and learner autonomy. Statistical analyses of data gathered with a web survey revealed that students rated their ‘in-person’ classes as significantly more enjoyable and also more anxiety-provoking. Overall, levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) were positively correlated between both contexts. The moderate negative correlation between FLE and FLCA in ‘in-person’ classes disappeared in emergency remotely taught classes. TEI and learner autonomy were positively correlated, and both were positively linked to FLE and negatively to FLCA in both contexts. This means that more autonomous, emotionally intelligent students tend to be able to enjoy the FL class more – even more so under particularly challenging circumstances. Overall, it seems that learners not being physically present in classrooms weakens all emotions, and breaks the relationship between them. One possible explanation is that disembodied classes have less emotional resonance.

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

scholarly journals EXTENSIVE READING IN L2 LEARNING: CURRENT TRENDS AND FUTURE POSSIBILITIES

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Made Frida Yulia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Extensive Reading ◽  
Efl Learners ◽  
Current Trends ◽  
Foreign Language Reading ◽  
L2 Learners ◽  
L2 Learning ◽  
Language Exposure

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. Extensive Reading has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. This paper aims at revisiting Extensive Reading along with its pertaining principles. In addition, it attempts to scrutinize a number of recent studies conducted in the area of Extensive Reading to discover current trends and possible areas which are open for further exploration. 

scholarly journals PROBLEMS AND PECULIARITIES OF TEACHING UKRANIAN AS A FOREIGN LANGUAGE

2021 ◽  
Author(s):  
Ivetta Martynova ◽  
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Students ◽  
Effective Communication ◽  
Point Of View ◽  
Personal Contact ◽  
Self Confidence ◽  
Psychological Training ◽  
Potential Break

The purpose of the paper is to summarize and present teaching Ukrainian as a foreign language in higher educational institutions of Ukraine. The main focus lies in the most modern methods of teaching Ukrainian for foreign students of different nationalities who attain higher education in Ukraine. The author reviewed the development of the concepts of emotional intelligence and modern approaches to the determination of the nature and forms of manifestation of empathy in individuals. Empathy is a principal social emotion; in its most general form it is defined as the individual's ability to react emotionally and to respond to other people's experiences. The author emphasizes the feasibility of accounting empathy as part of emotional intelligence, which is key to successful study of the Ukrainian language for foreigners. The value of socio-psychological training as a means to enhance students’ empathy is proven. Emotional intelligence techniques for the formation and development of empathy culture are presented. The formation of students’ emphatically culture promotes social and psychological training, thus enhancing competence in the field of communication and interpersonal skills to acquire. Socio-psychological training covers various methods, such as business and role-playing, discussions and more. It involves the acquisition of psychological and pedagogical knowledge in communication, effective communication skills, for example, to get in touch, listen, persuade others and to form attitudes necessary for successful communication, such as readiness to consider the problem from another point of view; development of abilities of self-examination, to understand other students, and correction system of relations with the outside world. Other techniques appropriate to apply during the stimulation of student culture are widely known such as self-disclosure, emotional response, personal contact (physical, visual, verbal, plastic, object-efficient) jokes, humor and others. The latter are very effective in removing emotional stress, eliminating aggressive or sad states of stress in relationships, and help enhance mental activity. Jokes activate distraction and relax empathy. The development of emotional intelligence in the student regulates that individual’s abilities and traits that are responsible whether the impact of emotional phenomena will be constructive or destructive behavior for the student. Developing emotional intelligence is inextricably linked to the communicative approach to language learning. The teacher should provide comfortable and effective communication between students in class, using the methods above, techniques and creating a positive atmosphere that promotes cooperation and helps develop confidence in students. Holistic education must involve the unity of intellectual and emotional areas. Also, this work is devoted to the analysis of existing classifications of dialogues, consideration of advantages and disadvantages of some of their types, to the coverage of methods of extracurricular work with students, their detailed analysis, and identification of their pluses and minuses. The model of the use of more appropriate combinations of types of dialogues is presented in order to achieve the most productive result in language learning. A model of formation of foreign communicative competence is offered. The practice of the proposed methods should allow students to unleash their potential, break language barriers, expand vocabulary, improve pronunciation, and most importantly – increase self-confidence.

scholarly journals A Comparison Between Teacher-Led and Online Text-to-Speech Dictation for Students’ Vocabulary Performance

2019 ◽  
Vol 12 (3) ◽  
pp. 77
Author(s):  
Hui-Hua Chiang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Short Term Memory ◽  
Foreign Language Learning ◽  
Text To Speech ◽  
Short Term ◽  
Efl Learners ◽  
Future Studies ◽  
Significant Difference

Researchers have long supported the use of dictation as a test for language learners (Fountain & Nation, 2000), and dictation has been used as a test for learners of English as a foreign language (EFL). With the advantages of productive learning and reinforcing short-term memory, dictation is a commonly used technique to develop language skills, and it can be considered to be an assessment of foreign language learning (Kazazoğlu, 2013). However, the previous research has not fully explored how technology, such as text-to-speech (TTS), can be used in EFL classrooms. To address this issue, the researcher explored the use of traditional teacher-led dictation (TLD) and TTS dictation to compare the vocabulary performance of EFL learners. Forty-two college students participated in the study. The results indicated a significant difference between TTS and TLD on the participants’ vocabulary performance. Additionally, there was a correlation between the scores with TTS and TLD: the students who performed better with TLD also obtained higher grades with TTS. Based on the results, future studies and pedagogical suggestions are presented.

scholarly journals I LOVE INDONESIA: EFL LEARNERS� PERCEPTIONS ON WEB-FACILITATED LANGUAGE LEARNING

2017 ◽  
Vol 2 (1) ◽  
pp. 273
Author(s):  
Muzakki Bashori
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Generation Z ◽  
Use Of The Internet

The integration of computer in the service of FL (Foreign Language) learning is expected to be inevitable in the future. It is seemingly due to (a) its considerable affordances for EFL (English as a Foreign Language) learners, (b) the characteristics of today�s learners as the Generation Z (Gonz�lez-Lloret & Ortega, 2014), and (c) the widespread use of the internet in the 21st century. This situation then leads to transforming CALL (Computer-Assisted Language Learning) into WFLL (Web-Facilitated Language Learning) as an alternative paradigm for EFL teachers and learners. Furthermore, TBLT (Task-Based Language Teaching) is likely to serve as a pedagogical framework in designing the Web for the purpose of FL learning. The present study was therefore mainly aimed at (a) developing a particularly teacher-designed learning website, namely I Love Indonesia, and (b) investigating high school learners of English in Indonesia with different attitudes towards CALL (positive/moderate/negative) in correlation with how they perceive WFLL (agree/disagree) and perform web-based activities. Descriptive Statistics, IF Function in Excel, Correlation Analysis, and Independent-samples t-test were employed in the study. Finally, the findings of the study showed that (a) the website seems to benefit EFL learners in some certain aspects, and (b) positive attitude learners are likely to perceive more positively (agree) than moderate and negative attitude learners (disagree) on the use of the website for the purpose of language learning. A greater number of learners over a longer period of time should be taken into account when conducting further studies on the effectiveness of the website for EFL learners in order to be able to shed some light on learners� language development.�Keyword: attitude, perception, task-based language teaching, web-facilitated language learning

scholarly journals CLASSROOM ACTIVITIES FOR TEACHING SPEAKING: VOICES OF INDONESIAN EFL LEARNERS

2020 ◽  
Vol 9 (1) ◽  
pp. 35
Author(s):  
Arif Nugroho ◽  
Novrika Nartiningrum
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Group Discussion ◽  
Oral Communication ◽  
Foreign Language Teaching ◽  
Efl Learners ◽  
Classroom Activities ◽  
Efl Teachers ◽  
The Ideal

<p>Among the four English skills, oral communication becomes crucial for undergraduate students to be more competitive in the work-places. In a foreign language teaching, designing appropriate classroom activities is a prerequisite for the success of a language learning. Therefore, this study sheds some light on 92 EFL learners’ perceptions and insights of classroom activities for teaching speaking. Drawing on the data obtained from questionnaire and focus group discussion (FGD), the findings illustrated that the students held moderately positive perceptions toward the speaking activities in their classroom. In addition, the results of FGD revealed some insights from the students with regard to the ideal classroom activities for teaching speaking. The findings of this study provide insights for EFL teachers in designing appropriate classroom activities to achieve the success of teaching speaking.</p><p><strong>Keywords: </strong>teaching speaking, classroom activities, students’ perception</p>

Lending Ears to EFL Learners: Language Difficulties

2011 ◽  
Vol 28 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Sahail M. Asassfeh ◽  
Yousef M. Al-Shaboul ◽  
Wael Zuraiq ◽  
Sabri Alshboul
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Major ◽  
Learning Problems ◽  
Grade Point ◽  
Efl Learners ◽  
Basic Language ◽  
Language Difficulties ◽  
English Major ◽  
English Major Undergraduates

This study investigates the main English as a Foreign Language (EFL) learning difficulties Jordanian English-major undergraduates encounter from their perspective. For this purpose a questionnaire was developed and administered to 270 (50 male and 220 female) participants. The study addressed the four basic language skills (listening, speaking, reading and writing). The independent variables included gender, grade point average (GPA), and academic major. Ordered according to their difficulty, the skills were speaking, reading, writing and listening respectively. Some specific language learning problems are also discussed. Appropriate conclusions and recommendations are provided accordingly.

Examining fluctuations in the WTC of Japanese EFL speakers: Language proficiency, affective and conditional factors

2020 ◽  
pp. 136216882097782
Author(s):  
Rintaro Sato
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Willingness To Communicate ◽  
Complex Nature ◽  
Efl Learners ◽  
Self Confidence ◽  
Stimulated Recall ◽  
Sense Of Security

Willingness to communicate (WTC), which plays a crucial role in second or foreign language learning, has a dynamic and complex nature, fluctuating during communicative events. This study examines how the situational WTC of four Japanese speakers of English as a foreign language (EFL) emerges and fluctuates, focusing on the roles of language proficiency and affective and conditional factors. Low-intermediate and advanced speakers were engaged in an interactive, communicative activity with an interlocutor. All utterances were recorded, transcribed, and analysed and combined with the qualitative data from participants’ self-ratings and a stimulated recall interview after the activity to assess fluctuations in WTC. The findings indicate that levels of WTC are influenced differently between low-intermediate and advanced speakers. Although the WTC of all speakers was negatively affected when they sensed a lack of English proficiency, low-intermediate speakers were affected by interest in the topic, influence of interlocutors on sense of security, and self-confidence, while opportunity to talk about oneself and one’s opinions contributed to the WTC of advanced speakers. It is suggested that teaches of EFL should be considerate of these factors that can affect EFL learners’ WTC.

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