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
Hauptverfasser: Fraschini, Nicola, Tao, Yu
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Abingdon Routledge 27.05.2024
Taylor & Francis Ltd
Schlagworte:
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
ISSN:0143-4632, 1747-7557
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Zusammenfassung: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.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0143-4632
1747-7557
DOI:10.1080/01434632.2021.1968875