An exploration of Chinese EFL students' emotional intelligence and foreign language anxiety.

By Kaiqi Shao, Weihua Yu, Zhongmin Ji. 2013

184 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fc511e55671c635013d265b2662bb4ed032db93d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Chengchen Li
2. Kaiqi Shao
3. Herbert W. Marsh
4. Reinhard Pekrun
5. Ju Seong Lee
6. Jean–Marc Dewaele

In Literature and Literary Theory

1. Chengchen Li
2. Kaiqi Shao
3. Herbert W. Marsh
4. Reinhard Pekrun

In Social Psychology

1. Chengchen Li
2. Kristina Loderer
3. Reinhard Pekrun
4. Herbert W. Marsh
5. Kaiqi Shao
6. Thomas Goetz
7. O. Lüdtke
8. Andrew J. Martin

Citations in the corpus

• Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020, background): “For example, Chinese learners of English as a foreign language tend to lack control and worry most about their speaking skills compared with other language abilities, likely due to the limited opportunities for authentic communication practice (Shao et al., 2013).”
• A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement (2019, background): “…on the predictive effects of TEI on FL emotions (i.e. FLE and FLA) and on FL achievement revealed in the present study as well in previous ones (Shao, Yu, and Ji 2013; Yu, Shao, and Xiang 2015), and the malleability of EI (Goleman 1995; Mayer and Salovey 1997; Bar-On 2000), point to the…”