English classroom emotions across different cultures

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F25%3A63594739" target="_blank" >RIV/70883521:28150/25:63594739 - isvavai.cz</a>

Výsledek na webu

<a href="https://espeap.junis.ni.ac.rs/index.php/espeap/article/view/1561/748" target="_blank" >https://espeap.junis.ni.ac.rs/index.php/espeap/article/view/1561/748</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.22190/JTESAP250104008K" target="_blank" >10.22190/JTESAP250104008K</a>

Jazyk výsledku

angličtina

Název v původním jazyce

English classroom emotions across different cultures

Popis výsledku v původním jazyce

Emotions have been shown to impact the cognitive and motivational aspects of learning significantly. Therefore, choosing appropriate activities to stimulate learners’ positive emotions can thus greatly enhance learning. The present study aimed to find out which learning activities induce positive/negative emotions in learners of English at the lower secondary level in three culturally different contexts (Slovakia, Austria, and Japan). The secondary aim was to identify the emotions experienced. A methodological triangulation using mixed research methods (questionnaire, interview, and observation) was conducted with 361 learners and their 6 English teachers. The results showed that joy was the predominant emotion, mainly induced by peer communication and interaction. Negative emotions of anxiety and boredom were associated with testing and frontal teaching. The analysis of learners’ emotions in English classes is highly relevant to the area of teaching English for specific purposes. A better understanding of the affective aspect of foreign language learning may help foreign language teachers and methodologists select the tailored instruction and appropriate activities to effectively address learners’ actual cognitive and affective needs in different educational contexts.

Název v anglickém jazyce

English classroom emotions across different cultures

Popis výsledku anglicky

Emotions have been shown to impact the cognitive and motivational aspects of learning significantly. Therefore, choosing appropriate activities to stimulate learners’ positive emotions can thus greatly enhance learning. The present study aimed to find out which learning activities induce positive/negative emotions in learners of English at the lower secondary level in three culturally different contexts (Slovakia, Austria, and Japan). The secondary aim was to identify the emotions experienced. A methodological triangulation using mixed research methods (questionnaire, interview, and observation) was conducted with 361 learners and their 6 English teachers. The results showed that joy was the predominant emotion, mainly induced by peer communication and interaction. Negative emotions of anxiety and boredom were associated with testing and frontal teaching. The analysis of learners’ emotions in English classes is highly relevant to the area of teaching English for specific purposes. A better understanding of the affective aspect of foreign language learning may help foreign language teachers and methodologists select the tailored instruction and appropriate activities to effectively address learners’ actual cognitive and affective needs in different educational contexts.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

60203 - Linguistics

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Teaching English for Specific and Academic Purposes

ISSN

2334-9182

e-ISSN

2334-9212

Svazek periodika

13

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

RS - Srbská republika

Počet stran výsledku

12

Strana od-do

89-100

Kód UT WoS článku

001490035000009

EID výsledku v databázi Scopus

2-s2.0-105005884433