Results 31 to 40 of about 243 (136)

Assessing Student Participation: Equity Concerns and Opportunities for Student Learning

Die Unterrichtspraxis/Teaching German, Volume 58, Issue 1, Page 129-132, Spring 2025.
ABSTRACT This article examines equity concerns in assessing student participation in the foreign language classroom and proposes alternative approaches for more equitable assessment practices. The article presents several approaches for reimagining participation assessment.
Beate Brunow
wiley   +1 more source

Exploring the antecedents, manifestations and coping strategies of boredom in the language classroom: A dynamic perspective

British Educational Research Journal, Volume 51, Issue 1, Page 259-279, February 2025.
Abstract In the realm of foreign language learning, emotions play a pivotal role, yet boredom remains a largely overlooked aspect, with scant research exploring its dynamics in classroom settings. Addressing this gap, this study delves into the Turkish English as a Foreign Language (EFL) context to investigate the multifaceted nature of boredom ...
Ramazan Yetkin, Zekiye Özer‐Altınkaya   +1 more
wiley   +1 more source

Sowing the seeds of love: Cultivating perceptions of culture of companionate love through listening and its effects on organizational outcomes

Applied Psychology, Volume 74, Issue 1, February 2025.
Abstract Fostering a culture of companionate love in the workplace offers numerous benefits for employees, yet the methods for achieving this remain unclear. We propose that high‐quality listening, characterized by undivided attention, understanding, and a positive and non‐judgmental intention toward the speaker, could be a key facilitator.
Guy Itzchakov, Sigal Barsade, Arik Cheshin   +2 more
wiley   +1 more source

Foreign language enjoyment overcomes anxiety and boredom to boost oral proficiency in the first year of English foreign language learning

International Journal of Applied Linguistics, Volume 35, Issue 1, Page 152-167, February 2025.
Abstract The current study investigates the effect of three foreign language learner emotions on the amount of gain in oral proficiency over one school year of 159 eleven‐year‐old pupils starting English foreign language classes in France. Previous cross‐sectional studies have shown positive relationships between foreign language enjoyment (FLE) and ...
Jean‐Marc Dewaele, Delphine Guedat‐Bittighoffer, Marie‐Ange Dat   +2 more
wiley   +1 more source

Revisiting and measuring foreign language confidence from a World Englishes perspective: Scale development and validation

International Journal of Applied Linguistics, Volume 35, Issue 1, Page 291-307, February 2025.
Abstract Building on a World Englishes perspective, this article revisits foreign language confidence (FLC) and elaborates on the development and validation of a three‐factor Foreign Language Confidence Scale (FLCS) including Foreign Language Competence, Sense of Linguistic Security, and Sense of Linguistic Ownership.
Guangxiang Leon Liu
wiley   +1 more source

A Model of Situational Willingness to Communicate (WTC) in the Study Abroad Context

International Education Studies, 2015
The use of structural modeling has helped to explain constructs leading to Willingness to Communicate (WTC) in L1 and L2 contexts. When WTC was conceptualized as a trait in the L1, more personality variables were used in models. When WTC moved into the realm of second language, researchers still used trait measurements to explain the construct, along ...
openaire   +2 more sources

Exploring the interplay between enjoyment, anxiety, ideal self, and willingness to communicate in EMI higher education

International Journal of Applied Linguistics, Volume 35, Issue 1, Page 325-343, February 2025.
Abstract Learning academic disciplinary knowledge through English as a medium of instruction (EMI) in higher education can be emotionally taxing. However, compared to the bulk of studies investigating the role of emotions in language learning, research that explores students’ emotional experiences in EMI contexts remains scarce.
Jian Xu, Sihan Zhou, Chen Chen, Stuart Perrin, Haiyun Gan   +4 more
wiley   +1 more source

Influence of CLIL with MOOCs on Japanese EFL students' L2 willingness to communicate and international posture

TESOL Journal, Volume 15, Issue 4, December 2024.
Abstract This study investigates whether Japanese university students' motivation to communicate in English was enhanced through the application of content and language integrated learning (CLIL) practices. Fifty‐three non–English majors took a CLIL English class that utilized massive open online course (MOOC) content for a semester.
Kanako Yamaoka
wiley   +1 more source

Willingness to Communicate, Speaking Self‐Efficacy, and Perceived Communicative Competence as Predictors of Second Language Spoken Task Production

Language Learning, Volume 74, Issue 4, Page 917-949, December 2024.
Abstract This study investigated how students’ self‐reported individual differences predicted second language (L2) spoken discussion task output, an objective behavioral outcome, in the Japanese university English as a Foreign Language (EFL) context. Although numerous psychological theories are used as a rationale for task‐based language teaching (TBLT)
Paul Leeming, Joseph P. Vitta, Phil Hiver, Dillon Hicks, Stuart McLean, Christopher Nicklin   +5 more
wiley   +1 more source

Relationship between Willingness to Communicate (WTC) and Writing Ability among Afghanistan EFL Learners

Integrated Journal for Research in Arts and Humanities
The notion of willingness to communicate (WTC) is a state of readiness to speak freely, without fear at a particular time with a specific person or group of people using a foreign language. Writing ability is, therefore, defined as the ability to initiate and evolve ideas and then use certain revising and editing practices to develop them to maturity ...
Khayber Najafi, Ajmal Shahim, Mawluddin Noori   +2 more
openaire   +1 more source