Advanced learners’ foreign language-related emotions across the four skills

By Katalin Piniel, Ágnes Albert. 2018

175 citations recorded by the source corpus.

Individual differences researchers have recently begun to investigate the concept of emotions and their role in language learning (MacIntyre, Gregersen, & Mercer, 2016). Our aim is to report on a project exploring English majors’ feelings related to their use of foreign languages. Using a qualitative research design, participants were asked to write a paragraph in their mother tongue (Hungarian) describing their emotional experiences in connection with foreign languages and one of the four language skills. Our database comprised altogether 166 paragraphs from 31 male and 135 female students, with 43 texts on listening, 35 on speaking, 47 on reading, and 41 on writing. With the help of content analytical techniques, the texts were divided into thematic units and coded by the two authors. A framework of academically-relevant emotions (Pekrun, 2014) was used to guide our initial coding and the categories were modified where it was felt necessary. Results indicate that the two emotions most frequently experienced by English majors are predominantly related to enjoyment and language anxiety, and these emotions vary not only according to the skill involved but also depending on the context of language use (in class or outside class).

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/3933b453a053b7e3ec5e753fcef9872b281e9584

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Citations in the corpus

A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement (2019, background): “…(2014) in combination with the most extensively studied negative emotion, namely FLA. FLE and FLA were found to be two focal points within the emotion network (Piniel and Albert 2018) and were conceptualised metaphorically as two emotional feet of every L2 learner (Dewaele and MacIntyre 2016).”
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, methodology): “For example, based on the qualitative analysis of the writings of 166 English majors in Hungary, Piniel and Albert (2018) described their emotional experiences along three dimensions (i.e. object focus, valence and activation) within the framework of the CVT.”
Understanding Chinese high school students’ Foreign Language Enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment scale (2018, unknown): “Similarly, according to the three-dimensional taxonomy of the Control-value Theory , enjoyment is a positive activating activity-focused emotion and has been shown to positively affect learners’ academic achievement (Pekrun, Frenzel, Goetz, & Perry, 2007; Piniel & Albert, 2018).”
Investigating language learning strategies: Prospects, pitfalls and challenges (2019, background): “…popularity than others, with motivation (e.g. Csizér, 2017), willingness to communicate (e.g. Mystkowska-Wiertelak & Pawlak, 2017), emotions (e.g. Piniel & Albert, 2018), positive psychology (e.g. Mercer & MacIntyre, 2014) or working memory (e.g. Wen, 2016) being among those topping the ranking.”