Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe
| Autor: | Jean-Marc Dewaele, Pia Resnik |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
050101 languages & linguistics
Linguistics and Language Class (computer programming) Coronavirus disease 2019 (COVID-19) media_common.quotation_subject Emotional intelligence 05 social sciences Foreign language 050301 education Language and Linguistics Trait medicine Learner autonomy Anxiety 0501 psychology and cognitive sciences medicine.symptom Psychology 0503 education Social psychology Autonomy LCAL media_common |
| ISSN: | 1868-6303 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|