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    Levels of foreign language enjoyment, anxiety and boredom in emergency remote teaching and in in-person classes

    Dewaele, Jean-Marc and Albakistani, Alfaf and Kamal Ahmed, Iman (2022) Levels of foreign language enjoyment, anxiety and boredom in emergency remote teaching and in in-person classes. The Language Learning Journal , ISSN 0957-1736.

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    The present mixed-method study focuses on levels of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) and foreign language boredom (FLB) among 168 Arab and Kurdish English as a foreign language (EFL) learners in both in-person and emergency remote teaching (ERT) classes. Statistical analyses revealed that learners experienced significantly more FLE, more FLCA, and less FLB in in-person classes than in ERT classes. The qualitative data revealed a more nuanced picture about the things learners appreciated and disliked in both contexts. Sitting at home in front of their computer, many learners did feel more isolated, disengaged, distracted, and missed the interactions with peers and teacher. Yet, some participants felt that ERT did allow relationship-building, lessened their fear of making errors and pushed them to develop new coping strategies. The main sources of FLCA in ERT turned out to be issues with internet connection rather the anxiety of making errors in front of everybody. Boredom arose mostly from a lack of exciting social interactions and monotony in delivery which could induce disengagement. Some pedagogical implications are presented.


    Item Type: Article
    Keyword(s) / Subject(s): foreign language enjoyment, foreign language classroom anxiety, foreign language boredom, emergency remote teaching, in-person teaching
    School: Birkbeck Faculties and Schools > Faculty of Humanities and Social Sciences > School of Creative Arts, Culture and Communication
    Depositing User: Jean-Marc Dewaele
    Date Deposited: 18 Aug 2022 13:06
    Last Modified: 16 Apr 2024 00:10


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