Results 81 to 90 of about 128,506 (273)

Enhancing General and Academic L2 Writing Complexity Through Dialogue Journal Writing: The Role of Learners' Motivational Beliefs

TESOL Quarterly, EarlyView.
Abstract Writing is crucial in tertiary education, yet enhancing the complexity of academic writing presents significant challenges for second language (L2) learners. This study explores the potential of dialogue journal writing (DJW), an interactive and low‐stress classroom activity, to enhance writing complexity among novice L2 writers.
Barry Lee Reynolds, Xiaoke Bai, Brian V. Rusk   +2 more
wiley   +1 more source

The effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation [PDF]

, 2008
This study considered the effects of trait emotional intelligence (trait EI; Petrides & Furnham, 2001) and sociobiographical variables (age, gender, education level, number of languages known, age of onset of acquisition, context of acquisition ...
Dewaele, Jean-Marc, Furnham, A., Petrides, K.V.   +2 more
core   +1 more source

Building a Collaborative Teaching Study Group as a Dynamic Nexus of Research and Practice in TBLT: Porous Systems, Agentic Beings, and Energy Flows

TESOL Quarterly, EarlyView.
Abstract Despite its potential benefits, empirical research on researcher–practitioner collaboration within collaborative teaching study groups (CTSGs) remains limited, particularly regarding how this collaboration is manifested and constructed. This study aims to fill this gap by documenting a 9‐year collaborative initiative that facilitated the ...
Yan Zhu, Bo Peng, Dingfang Shu
wiley   +1 more source

An Investigation of Foreign Language Anxiety among Sudanese EFL Students

Journal of Linguistics and Language Teaching, 2020
Foreign language anxiety has a debilitative and detrimental effect on the different stages of the language learning processes. The present study investigates the relationship between foreign language anxiety and students’ achievement in English, and ...
Adil Ishag, Gamar Albooni
doaj  

Foreign language anxiety in Spanish as a Foreign Language and language achievement in Higher Education

Revista de Estudios e Investigación en Psicología y Educación, 2018
Language anxiety is recognized as one of the affective elements with greater influence on the learning of foreign languages. However, few studies have been conducted on anxiety in the context of Spanish as a Foreign Language (SFL), and there is hardly ...
Mercedes Rabadán, Alejandro Orgambídez
doaj   +1 more source

Predicting language learners' grades in the L1, L2, L3 and L4: the effect of some psychological and sociocognitive variables [PDF]

, 2007
This study of 89 Flemish high-school students' grades for L1 (Dutch), L2 (French), L3 (English) and L4 (German) investigates the effects of three higher-level personality dimensions (psychoticism, extraversion, neuroticism), one lower-level personality ...
Argyle M., Chamorro-Premuzic T., Costa P., Costa P., Dewaele J-M., Dewaele J-M., Dewaele J-M., Dourado M. R., Dö rnyei Z., Eysenck H. J., Eysenck H. J., Eysenck H. J., Furnham A., Gardner R. C., Gleick J., Housen A., Jean-Marc Dewaele, Jessner U., Kiani G., Kinginger C., Kinginger C., Lalonde R. N., Lasagabaster D., Lasagabaster D., Lasagabaster D., Lochtman K., MacIntyre P. D., MacIntyre P. D., Marin-Marin A., Mettewie L., Naiman N., Preston D., Safont-Jordà M. P., Sternberg R. J., Swain M., Van Daele S., Willems D.   +36 more
core   +1 more source

Teaching Enjoyment and Vitality as Mediators of Cognitive Flexibility and Reflective Teaching in EFL Teachers: A Mixed‐Methods Serial Mediation Analysis

TESOL Quarterly, EarlyView.
Abstract Reflective teaching (RT) is influenced by a range of cognitive, pedagogical, and psycho‐affective factors in second/foreign language (L2) education. However, empirical evidence on the influence of psycho‐affective variables on teachers' reflectivity remains limited.
Lili Qin, Hossein Nassaji, Ali Derakhshan   +2 more
wiley   +1 more source

Modeling the Paths from L2 Use and Socio‐Affective Variables to Communication Skills: A Mixed‐Methods Approach

TESOL Quarterly, EarlyView.
Abstract Previous research demonstrated that communication anxiety reduces L2 learners' willingness to communicate and communication frequency, but left unexplored its impact on performance. The current mixed‐methods study investigated factors impacting L2 communication skills.
Debra M. Hardison
wiley   +1 more source

Beliefs and experiences in the English classroom: Perspectives of Swedish primary school learners

Studies in Second Language Learning and Teaching, 2020
This study investigates how Swedish learners make sense of and perceive English instruction and the process of foreign language learning in a target language-only primary school classroom.
Maria Nilsson
doaj  

Language classroom anxiety: a comparative study of ESL learners / Voviana Zulkifli [PDF]

, 2007
Malaysia decided use English as the medium of instruction at university level beginning 2002 and much debate has surfaced since then. English has also increased in importance in the People’s Republic of China (PRC) since the nation joined the World ...
Zulkifli, Voviana
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