Emotions in online language learning: exploratory findings from an ab initio Korean course
Existing studies on language learner emotions mainly focus on Foreign Language Anxiety (FLA) and Foreign Language Enjoyment (FLE). They are primarily conducted in offline learning settings. This paper reports the empirical findings of an exploratory investigation conducted in a fully synchronous onl...
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| Veröffentlicht in: | Journal of multilingual and multicultural development Jg. 45; H. 5; S. 1305 - 1323 |
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| Format: | Journal Article |
| Sprache: | Englisch |
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Abingdon
Routledge
27.05.2024
Taylor & Francis Ltd |
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| ISSN: | 0143-4632, 1747-7557 |
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| Abstract | Existing studies on language learner emotions mainly focus on Foreign Language Anxiety (FLA) and Foreign Language Enjoyment (FLE). They are primarily conducted in offline learning settings. This paper reports the empirical findings of an exploratory investigation conducted in a fully synchronous online learning environment for ab initio Korean. Through an Achievement Emotions Questionnaire administered to 117 students in an Australian university, this study measures learners' pride as well as their enjoyment and anxiety during four teaching weeks. In addition, this paper examines how learner emotions correlate with academic achievement as well as crucial learner and teacher variables. The study confirms many patterns of learner emotions in offline teaching environments, such as the association of positive emotions with positive outcomes and with some teacher characteristics, and the association of anxiety with negative outcomes. However, it also reveals patterns that appear to be new, warranting further empirical studies. The pedagogical implications of results for L2 teaching and learning are also discussed. |
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| AbstractList | Existing studies on language learner emotions mainly focus on Foreign Language Anxiety (FLA) and Foreign Language Enjoyment (FLE). They are primarily conducted in offline learning settings. This paper reports the empirical findings of an exploratory investigation conducted in a fully synchronous online learning environment for ab initio Korean. Through an Achievement Emotions Questionnaire administered to 117 students in an Australian university, this study measures learners’ pride as well as their enjoyment and anxiety during four teaching weeks. In addition, this paper examines how learner emotions correlate with academic achievement as well as crucial learner and teacher variables. The study confirms many patterns of learner emotions in offline teaching environments, such as the association of positive emotions with positive outcomes and with some teacher characteristics, and the association of anxiety with negative outcomes. However, it also reveals patterns that appear to be new, warranting further empirical studies. The pedagogical implications of results for L2 teaching and learning are also discussed. |
| Author | Tao, Yu Fraschini, Nicola |
| Author_xml | – sequence: 1 givenname: Nicola orcidid: 0000-0002-9353-6319 surname: Fraschini fullname: Fraschini, Nicola organization: University of Western Australia – sequence: 2 givenname: Yu orcidid: 0000-0002-6289-9969 surname: Tao fullname: Tao, Yu email: yu.tao@uwa.edu.au organization: University of Western Australia |
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| SubjectTerms | Academic achievement Anxiety College students Computer assisted language learning covid-19 Distance learning Educational Environment Electronic Learning Emotions Enjoyment Foreign language learning Foreign languages Korean language Korean language learning Language Language acquisition Language learner emotions Learning environment Online instruction online language learning Positive emotions pride Second language instruction Second language learning Teacher Characteristics Teachers Teaching |
| Title | Emotions in online language learning: exploratory findings from an ab initio Korean course |
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