Trait emotional intelligence, positive and negative emotions in first and foreign language classes: A mixed-methods approach

System ◽  
2020 ◽  
Vol 94 ◽  
pp. 102324
Author(s):  
Pia Resnik ◽  
Jean-Marc Dewaele
Keyword(s):  
Emotional Intelligence ◽  
Mixed Methods ◽  
Foreign Language ◽  
Negative Emotions ◽  
Trait Emotional Intelligence ◽  
Mixed Methods Approach ◽  
Language Classes ◽  
Positive And Negative Emotions

scholarly journals Chatbots for Action-Oriented Language Learning Using Elbot to Enhance Conflict-Solving Skills in Learners of German as a Foreign Language

EL LE ◽  
2021 ◽  
Author(s):  
Francesca Mazzilli
Keyword(s):  
Mixed Methods ◽  
Data Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Formal Context ◽  
Learning Tool ◽  
Mixed Methods Approach ◽  
Task Oriented

The aim of this study is to investigate (i) how learners perceive the non-educational chatbot Elbot as a language learning tool in a formal context (university German course), and (ii) to what extent a set of task-oriented interactions with Elbot influences the learners’ behaviour (e.g. lexical choices) during a separate activity. For these purposes, this study outlines a lesson/experiment focused on the enhancement of conflict-solving skills in German as a foreign language. A mixed-methods approach was applied to evaluate Elbot’s contribution to the lesson as well as its impact on the learners’ choice of basic strategies to solve a conflict. The study concludes with the discussion of the advantages of developing an edu-bot based on an existing non-educational chatbot. In this regard, the research also provides some concrete proposals based on the results of the data analysis.

scholarly journals Does the effect of enjoyment outweigh that of anxiety in foreign language performance?

2018 ◽  
Vol 8 (1) ◽  
pp. 21-45 ◽  
Author(s):  
Jean-Marc Dewaele ◽  
Mateb Alfawzan
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Negative Emotions ◽  
Language Performance ◽  
Foreign Language Learners ◽  
Foreign Language Acquisition ◽  
Language Classroom ◽  
Negative Effect ◽  
Positive Effect ◽  
Positive And Negative Emotions

Interest in the effect of positive and negative emotions in foreign language acquisition has soared recently because of the positive psychology movement (Dewaele & MacIntyre, 2014, 2016; MacIntyre, Gregersen & Mercer, 2016). No work so far has been carried out on the differential effect of positive and negative emotions on foreign language performance. The current study investigates the effect of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on foreign language performance in a group of 189 foreign language pupils in two London secondary schools and a group of 152 Saudi English as a foreign language learners and users of English in Saudi Arabia. Correlation analyses showed that the positive effect of FLE on performance was stronger than the negative effect of FLCA. In other words, FLE seems to matter slightly more than FLCA in foreign language (FL) performance. Qualitative material collected from the Saudi participants shed light on the causes of FLCA and FLE and how these shaped participants’ decisions to pursue or abandon the study of the FL.

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 The Relationship between Trait Emotional Intelligence and Experienced ESL/EFL Teachers’ Love of English, Attitudes towards Their Students and Institution, Self-Reported Classroom Practices, Enjoyment and Creativity

2018 ◽  
Vol 41 (4) ◽  
pp. 468-487 ◽  
Author(s):  
Jean-Marc Dewaele
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Classroom Practices ◽  
Well Being ◽  
Self Control ◽  
Trait Emotional Intelligence ◽  
Dependent Variables ◽  
Efl Teachers ◽  
Positive Correlations ◽  
The Relationship

Abstract This paper reports an investigation into the relationships between global trait emotional intelligence (Trait EI), as well as the four factors that constitute it (well-being, emotionality, self-control, and sociability), and quantitative data from 513 experienced ESL/EFL teachers from around the world about their love of English, their attitudes towards their students and institution, their self-reported classroom practices, their enjoyment, unpredictability and creativity. The results showed significant positive correlations. The analyses revealed that global Trait EI, well-being and sociability were significantly positively correlated with most dependent variables while emotionality and self-control were significantly correlated with a number of dependent variables. Global Trait EI and emotionality were significantly positively linked to the English proficiency of English foreign language users but not to that of the English L1 users. The pedagogical implication is that having a sufficient level of Trait EI helps teachers deal effectively with their own and their students’ emotions.

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