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This critical overview examines the body of literature on language instructors' emotion labour, with the aim of providing insights into the aspects of teachers' work that positively and negatively impact their emotional well-being, as well as possible strategies to help them flourish. Research in this novel area was divided into three broadly chronological categories for analysis: pioneering studies, qualitative studies with a specific focus, and more methodologically diverse studies. The findings indicated that societal attitudes influenced the institution, resulting in differing levels of pressure or support experienced by the teachers. Emotion labour was found to stem from teachers' beliefs conflicting with those held at an institutional level or beyond, as well as from interactions with the learners, and could have positive and/or negative outcomes. One of the worst possible outcomes is burn-out. Agency, empathy, and reflection were among the strategies to emerge with the potential to neutralise negative outcomes. The article concludes with suggestions for further research. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]

Research on learners' foreign language emotions has revealed the existence of a positive feedback loop where increased enjoyment leads to better performance which, in turn, strengthens learners' enjoyment and boosts overall happiness. The current study follows this avenue focusing on teachers' foreign language teaching enjoyment (FLTE) and its relationships with engagement, mindfulness, and burnout. The participants, who were 496 English as a foreign language (EFL) teachers from Iran, completed four electronic surveys. The proposed mediation model based on data collected from EFL teachers indicated that FLTE partially mediated the relationship between mindfulness and engagement as well as their burnout. The results revealed that mindful EFL teachers who enjoy the profession are more likely to experience higher levels of work engagement and job satisfaction, thus creating a positive feedback loop. In addition, the findings suggest the importance of positive emotions in EFL teachers' psychological flourishing based on the tenets of positive psychology. Finally, implications and suggestions for further research are offered.

The current study addresses the question whether the level of proficiency of teachers who teach a "non-native" language, English, affects their attitudes, motivation, well-being and self-reported classroom practices. This quantitative study is based on a cross-sectional research design in order to investigate the relationship between the actual English proficiency of 376 English as a Foreign Language (EFL) teachers from around the world who learned English as a foreign language and their sense of self-efficacy in the EFL classroom. Statistical analyses showed that more proficient teachers scored higher on the dimensions "Classroom practice" and "Attitudes toward students and institution". They were also more motivated and happier. Intermediate (B1-B2) teachers scored significantly lower on these measures than EFL educators with Advanced proficiency (C1-C2). No significant differences emerged between teachers at Lower advanced (C1) and Upper advanced levels (C2). An argument is made that all dependent and independent variables are connected, highly dynamic and interacting directly and indirectly, which means that causality is multi-directional. The implication is that educational authorities should organise regular in-service training to maintain and boost teachers' proficiency because investing in teachers' linguistic skills represents a long-term investment in their emotional well-being and will ultimately benefit their students.

The world of applied linguistics and the profession of foreign language teaching needs to finally sweep away the notion of "Native Speaker" (NS) and the deficit perspective surrounding foreign language learners. We argue that Positive Psychology is a source of inspiration for a new and more positive perspective on foreign language learners and users. Rather than obsessing about negative aspects of life, Positive Psychologists defend a more holistic perspective. By transforming the view of learners as failed "NS" of the target language to that of increasingly competent and happy users of a foreign language would lift a huge burden from the shoulders of foreign language learners and their teachers alike. We argue that the unexpected longevity and ubiquity of the NS in the foreign language teaching profession have deep historical roots in linguistics and culture, and that only a radical paradigm shift can dislodge it.

Studies examining the positive emotion of foreign language enjoyment (FLE) have recently increased exponentially, as researchers are applying the tenets of positive psychology in applied linguistics. It is therefore an appropriate time to take stock of the current literature and conduct a preliminary meta-analysis. The relationships between FLE and four variables, namely, foreign language anxiety (FLA), willingness to communicate (WTC), academic achievement, and self-perceived achievement were examined. A total of k = 96 effect sizes were analyzed with an overall sample size of N = 28,166 in random-effects models with correlation coefficients. There was a moderate negative correlation between FLE and FLA. In turn, moderate positive correlations were found between FLE and WTC, FLE and academic achievement, and FLE and self-perceived achievement. These positive associations confirm the value of FLE in FL learning and further affirm the need for researchers to examine positive psychology constructs in the foreign language classroom.

Previous research on the foreign language (FL) learner has yielded a rich body of knowledge on personality, individual differences, and conceptions of the self as a measure of motivation. While these contributions have greatly enriched our understanding of learner psychology, the current paper proposes an analytical framing of language learning based on relational theory, which positions human relationships with others as the main driver of the psyche and behavior. As human beings are relationally dependent from birth, according to this theory, the self can only be conceptualized in relation to others. Applied to language learning, this perspective shifts the focus from the attainment of knowledge as an individual, private endeavor, to a relational process in which students and teacher are interwoven perforce. As part of a larger study on student perceptions of teacher emotion, qualitative data were collected as case studies from eight adult learners and analyzed using qualitative content analysis. Results support the power of the teacher-student relationship to influence and motivate students both positively and negatively, affirming the notion of FL learning as a relational process in accordance with Gergen's (2009) notion that relationships are not merely the self interacting with the other but a true confluence.

This paper explores differences in 437 learners' "foreign language classroom anxiety" (FLCA) in in-person and online English as a Foreign Language (EFL) classes before the outbreak of the pandemic and during the first lockdown in spring 2020. Statistical analyses of data gathered with a web survey revealed a slight, yet significant drop in learners' overall FLCA in "emergency remote teaching." In order to obtain a more granular view, item-level analyses revealed that learners in online classes were significantly less worried about being outperformed by peers, suffered less from physical symptoms of anxiety when called on in class, and were less anxious when they were in fact well-prepared. Feeling embarrassed to volunteer answers was significantly higher in online classes. Interviews with 21 participants revealed that the interviewees mentioned anxiety-provoking aspects of the class considerably more frequently online than in in-person classes. However, the sources of anxiety in online classes differed from the ones in classes taught on-site. Thus, it seems that the newness of the setting foregrounded anxiety-provoking aspects specific to emergency remote teaching, making others fade into the background at the beginning of the pandemic.

The present study is among the first to investigate how three foreign language (FL) emotions, namely FL enjoyment (FLE), anxiety (FLCA), and boredom (FLB), are related to each other. It is the first study to consider how the three FL emotions are shaped by one learner-internal variable (attitude toward the FL), by two perceived teacher behaviors (frequency of use of the FL in class and unpredictability), and how all these variables jointly affect leaners' FL achievement. Participants were 332 FL learners from all over the world studying a wide variety of FLs who filled out an online questionnaire. A close-fitting structural equation model revealed associations between FLE, FLCA, and FLB. Teacher behaviors positively affected FLE, with no discernible effect on FLB or FLCA. Only FLCA was found to have a (negative) effect on academic achievement. The study confirms the complex relationship between teacher behaviors and positive emotions in the FL classroom.

Interest in the role of learners' personality, emotions and the learning environment in foreign language (FL) learning has grown exponentially in the past decade. The introduction of personality psychology in the field of applied linguistics has led to the inclusion of a set of personality dimensions in research designs like resilience and grit, which have been shown to be significant predictors of FL achievement. The abrupt emergence of COVID-19 in 2020 forced universities around the world to move their courses online, which has been named Emergency Remote Teaching. The sudden change in FL learning environment offers a unique opportunity to researchers to investigate whether the relationships between learners' personality and classroom emotions in traditional 'in-person' classes, and the predictors of those emotions, also exist in the new online environments. The present study examined the foreign language classroom anxiety (FLCA) of Chinese secondary students at different instruction levels and its links with learner-internal and external factors, namely general grit and the classroom environment (CE) of the online English classes. A total of 1,526 Chinese secondary students completed an online questionnaire. Pearson correlation analyses and regression analyses revealed that general grit and CE predicted FLCA either independently or jointly. The findings are discussed and interpreted in the light of existing research on person-environment interaction. We identify avenues for further research and propose a number of pedagogical implications for optimizing online FL teaching.

The current study contributes to the recent debate on the question whether learner emotions can be intrinsically motivating or whether they are no more than diffuse action tendencies (Dörnyei 2020). Adopting a longitudinal approach, we combined repeated analysis of variances and mixed effects modelling to capture interactions between Foreign Language Enjoyment (FLE) and its three dimensions, Foreign Language Classroom Anxiety (FLCA), and Attitudes/Motivation (AM) and its four dimensions over the course of one semester. Participants were 360 foreign language learners of English, German, French, and Spanish in a Kuwaiti university. FLE (and the dimensions FLE Personal and FLE Social) and FLCA remained stable over time but FLE Teacher decreased significantly. Levels of AM also decreased significantly, more specifically, the dimensions Motivation and Attitudes toward the Learning Situation. Mixed effects modelling analyses revealed that FLE (including FLE Personal and FLE Social) and FLCA had medium effects on the AM dimensions. Significant interaction effects were found for FLE Teacher and Time for the AM dimensions. We argue that high FLE can act as a buoy for sagging motivation and thus become intrinsically motivating.

This paper investigates how inner speech in English as a foreign language (LX) and Chinese first languages (L1s) of 425 multilingual Chinese university students in the UK is affected by their stay. An eight-item scale was developed to cover two different discourse domains for inner speech, namely the academic and the general domain. LX socialisation was operationalised as frequency of English use in daily life, sociocultural adaptation, previous immersion, and length of stay. Factor analysis of the quantitative data combined with participants' reports show that English inner speech develops gradually in the academic domain and general domain, suggesting that the Complementarity Principle applies to inner speech as much as articulated speech (Grosjean, "Bilingual: Life and reality." Harvard University Press, 2012). Frequency of academic English inner speech is linked to higher level of LX socialisation, namely frequent use of English in daily life, a higher level of sociocultural adaptation, and having had previous immersion. However, sociocultural adaptation had no effect on the frequency of general English inner speech.

Purpose: The aim of this study is to explore how outdoor education can influence foreign language anxiety (FLA) and foreign language enjoyment (FLE) when young teenagers are learning a foreign language (FL). We applied a dynamic perspective to investigate if using English in an outdoor context would reduce FLA and boost FLE, leading to a stronger willingness to communicate (WTC) in the FL. Design/methodology/approach: The design was a pre-post intervention study with an experimental group (EG) and a control group (CG). Both groups engaged in fluency-oriented activities during a six-week intervention. The EG conducted the activities outdoors whereas the CG conducted them in their classrooms. A mixed-methods approach was applied collecting data through student questionnaires and group interviews with both students and their English teachers. Observations and recordings of participants' speech were also conducted. Findings: Statistical analyses indicated a small effect of the intervention for both FLA and FLE but the difference in gain scores between groups was found to be non-significant. The qualitative data revealed a strong appreciation of the outdoor experience in English. Originality/value: Most previous studies have investigated emotions in FL learning inside the classroom. The current study investigates emotions in FL learning among young teenagers in an outdoor environment.

Humor can provide a multitude of benefits for language learners, including improvement of classroom atmosphere (Dewaele et al. 2018) and a reduction of anxiety (Tarone 2000). Moreover, the integration of humor into language lessons has been strongly endorsed by both students and instructors (Askildson 2005; Azizinezhad and Hashemi 2011). What is less clear is which types of humor strategies are seen to be most effective, as well as the degree to which learner characteristics affect their responses to humor. This study examines the influence of L2 proficiency, foreign language enjoyment (FLE), and attitudes about humor language learning on L2 learners' (N = 243) reactions to a variety of humor strategies used in the language classroom. Regression analysis revealed that proficiency had little bearing on learner preferences, whereas FLE, and especially attitude towards in-class humor, had a much greater influence on preferred strategies. Overall, spontaneous humor, memes and cartoons were the most strongly endorsed strategies.

Foreign language learners experience a unique type of anxiety during the language learning process: Foreign Language Classroom Anxiety (FLCA). This situation-specific anxiety is frequently examined alongside academic achievement in foreign language courses. The present meta-analysis examined the relationship between FLCA measured through the Foreign Language Classroom Anxiety Scale (FLCAS) and five forms of academic achievement: general academic achievement and four competency-specific outcome scores (reading-, writing-, listening-, and speaking academic achievement). A total of k = 99 effect sizes were analysed with an overall sample size of N = 14128 in a random-effects model with Pearson correlation coefficients. A moderate negative correlation was found between FLCA and all categories of academic achievement (e.g., general academic achievement: r = -0.39; k = 59; N = 12585). The results of this meta-analysis confirm the negative association between FLCA and academic achievement in foreign language courses.

Previous research has considered fluctuations in students' foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher's frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.

The aim of this study is to examine how students perceive teacher trait emotional intelligence (TEI) and how those perceptions relate to students' own self-reported attitudes and motivation. Adult students of ESL/EFL were given an online questionnaire consisting of two parts: one to provide observer-reported data on their teacher's trait emotional intelligence and the second to measure students' own attitudes and motivation. In total, 129 participants of 28 nationalities took part. The results showed that the perceived teacher TEI domains of teacher sociability and teacher self-control were significant predictors of student positive feelings and attitudes towards the teacher. With this paper, we make the case that observer reports of teacher TEI by students could be a valuable tool in L2 instruction by offering teachers unique insight into their own classroom behavior, thereby increasing teacher self-awareness which could lead to improved classroom practices.

Intellectual humility (IH) involves a certain degree of selflessness and an accurate view of one's own worth and abilities. To date, IH has not been explicitly researched as a variable in the study of foreign language (FL) learning. The present mixed-methods study aims to explore possible links between FL learners' IH and their foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). The survey was administered online entirely in Spanish and respondents were 163 adult Spanish L1 speakers enrolled in an EFL course at any level of proficiency. The research instrument was adapted from three established constructs: the CIHS (Comprehensive Intellectual Humility Scale) (Krumrei-Mancuso & Rouse, 2016), the FLE Short Form (Botes, Dewaele & Greiff, 2020) and the FLCA Short form scale (Dewaele & MacIntyre, 2014). Feedback on three open-ended questions provided qualitative data. Results show that IH has a mixed and complex relationship with FLE and FLCA, with some IH domains negatively predicting FLE and both positively and negatively predicting FLCA. The current research is an attempt to widen the range of psychological factors that might affect FL classroom emotions.

Foreign language classroom anxiety (FLCA) is a popular construct in applied linguistics research, traditionally measured with the 33-item Foreign Language Classroom Anxiety Scale (FLCAS). However, recent studies have started utilizing the eight-item Short-Form FLCAS (S-FLCAS). There is therefore a need, which this study addressed in five sequential steps, to validate the S-FLCAS in order to ensure the validity and reliability of the scale. A sample of n = 370 foreign language learners was utilized in the validation efforts, which included exploratory and confirmatory factor analyses, the establishment of convergent and discriminant validity, and invariance testing. The S-FLCAS was found to have a unidimensional structure with the eight items loading on a single latent variable. Evidence was provided of the internal consistency and the convergent and discriminate validity of the S-FLCAS. In addition, the measure was found to be fully invariant across age, gender, educational levels, and L1 groups. It is, therefore, with some considerable confidence that we can recommend the future use of the S-FLCAS in peer-reviewed research.

Emotions in foreign language (FL) learning have become an increasingly popular research avenue in applied linguistics. Such research is often carried out using linear correlational or regression methods, which are limited in the extent to which they can depict interrelations. In this study, we aimed to reexamine the relationships between the emotion variables of foreign language classroom anxiety (FLCA) and foreign language enjoyment (FLE) and the outcome variable of self-perceived proficiency (SPP) through nonlinear methods. Specifically, we examined how different levels of FLCA and FLE influenced SPP in concert in a sample of N = 1,039 FL learners by utilizing polynomial regression with response surface analysis. The nonlinear method generated a response model that visually depicted a complex SPP pattern as a result of differing levels of FLCA and FLE. This three-dimensional model provides considerable insight into the interaction of positive and negative emotions above and beyond what could be derived from "classical" methods of correlation and linear regression.

Emotions are a fleeting experience, sometimes lasting only moments before dissipating. Prior research in SLA has either ignored emotions, underestimated their relevance, or has studied them as a relatively stable individual difference variable. In contrast, the present study takes an idiodynamic approach to examine the rapidly changing relationship between enjoyment and anxiety in second language communication, on a moment-to-moment timescale. University students who speak French as a second language were recruited to complete oral tasks in their second language. Participants then rated their per-second fluctuations in each emotion while watching a video recording of their tasks. Immediately after this, they were interviewed about their attributions for fluctuations in their ratings. We found that the relationship between enjoyment and anxiety is highly dynamic, resulting in varying patterns of correlation ranging from negative to positive. Triangulation of ratings of anxiety and enjoyment with interview data produces a richer understanding of the role of emotions in second language communication.

Interest in the effect of positive and negative emotions in foreign language acquisition has soared recently because of the positive psychology movement (Dewaele & MacIntyre, 2014, 2016; MacIntyre, Gregersen & Mercer, 2016). No work so far has been carried out on the differential effect of positive and negative emotions on foreign language performance. The current study investigates the effect of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on foreign language performance in a group of 189 foreign language pupils in two London secondary schools and a group of 152 Saudi English as a foreign language learners and users of English in Saudi Arabia. Correlation analyses showed that the positive effect of FLE on performance was stronger than the negative effect of FLCA. In other words, FLE seems to matter slightly more than FLCA in foreign language (FL) performance. Qualitative material collected from the Saudi participants shed light on the causes of FLCA and FLE and how these shaped participants' decisions to pursue or abandon the study of the FL.

Teacher enthusiasm is attracting growing attention in educational and learner psychology research. There is evidence that teacher enthusiasm is contagious in class and positively affects student emotions. Their fundamental role in shaping student engagement has also been well documented. However, the links -- between teacher enthusiasm and student emotions, and between student emotions and engagement -- remain underexplored in instructed second language acquisition. The present study adopted a mixed-method approach to examine the complex relationships between perceived teacher enthusiasm, emotions (enjoyment and boredom), and social-behavioral learning engagement among 2,002 learners of English as a foreign language (EFL) from 11 universities in China. Quantitative analyses showed small to large correlations between perceived teacher enthusiasm, enjoyment, boredom, and social-behavioral learning engagement. In addition, student enjoyment and boredom were found to co-mediate the relationship between perceptions of teacher enthusiasm and student social-behavioral engagement in English classes. Qualitative interviews with nine students provided insights into the potential causes of the statistical patterns. Theoretical and pedagogical implications are discussed, followed by directions for future research.

Pitch perception plays a more important role in emotional communication in English than in Korean. Interpreting the semantic aspects of pitch levels therefore presents a challenge for Korean learners of English. This study investigated how 49 Korean learners of English perceived 20 English emotional utterances. Participants were asked to complete a congruency task in which they indicated whether the category of the semantic valence was congruent with the intonation type. They also described each emotional utterance by providing an adjective. The task results of Korean participants were compared with those of a control group of 49 Anglo-American students. Statistical analyses revealed that the incongruence between the semantic meaning and the intonation type interfered with American participants' performance more than Korean participants. The adjective task results also showed that American participants were more attuned to the interplay between the semantic meaning and the intonation type than Korean participants.

There remains a dearth of research on the effects of student perception of teacher happiness and the ramifications of those perceptions on student feelings and attitudes. Using an online questionnaire, data were collected from 129 adult students of ESL/EFL across the world who were enrolled in formal English classes of intermediate to advanced level proficiency. Participants were asked about their perception of various aspects of their teachers' happiness, and about their own attitudes and motivation to learn English. Statistical analyses revealed that student perception of teacher happiness was significantly (and positively) linked with students' Overall attitude and motivation, as well as students' Attitude towards the teacher. This is interpreted as an illustration of the process of positive emotional contagion between teachers and students. Pedagogical implications of the results are discussed.

This study aimed to investigate the link between Foreign Language Enjoyment, Foreign Language Anxiety and Willingness to Communicate in Denisa and Anda, two high school learners of English as a Foreign Language in Romania. Qualitative data were collected during a school semester including lesson observations, a written task and semi-structured interviews with the aim of obtaining retrodictive data in order to gain a better understanding of the nature and amount of fluctuation and change in participants' Willingness to Communicate (WTC) in English over time. The approach is strongly influenced by Dynamic System Theory and is based on the concept of constructed emotions. The study revealed that WTC was related to the uniquely constructed emotions of Foreign Language Enjoyment (FLE) and Foreign Language (Classroom) Anxiety (FLCA) in dynamic, idiosyncratic ways, that took root during the first contact with English, extending into the present and the future. Learners' personality and their experiences inside and outside the English classroom shaped their emotions which had direct and indirect repercussions on their WTC. The paper concludes that case studies into and WTC offer a crucial complement to quantitative studies as they highlight the fact that emotions cannot be essentialized and that their relationship with WTC can fluctuate sharply over the short term and develop over the longer term, depending on a range of interacting learner-internal and contextual variables. FLE and FLCA do remain useful concepts at a super-ordinate level.

We used a data set with n = 1,603 learners of foreign languages (FL) to develop and validate the short form of the Foreign Language Enjoyment Scale (S-FLES). The data was split into 2 groups, and we used the first sample to develop the short-form measure. A 3-factor hierarchical model of foreign language enjoyment (FLE) was uncovered, with FLE as a higher-order factor and with teacher appreciation, personal enjoyment, and social enjoyment as 3 lower-order factors. We selected 3 items for each of the 3 lower-order factors of the S-FLES. The proposed 9-item S-FLES was validated in the second sample, and the fit statistics for the factor structure indicated close fit. Further evidence was found to support the internal consistency, convergent validity, and discriminant validity of the S-FLES. The S-FLES provides a valid and reliable short-form measure of FLE, which can easily be included in any battery of assessments examining individual differences in FL learning.

Recent research suggests that multilingualism, advanced knowledge of several languages and frequent use of them can -- to some extent- shape personality traits and psychological dimensions. The present study focuses on the effect of multilingualism on emotional intelligence which has been linked to increased emotional granularity, i.e. a greater store of emotion concepts and an increased ability to know how and when to use them [Feldman-Barrett, L. (2017a). The theory of constructed emotion: An active inference account of interoception and categorization. "Social Cognitive and Affective Neuroscience," 12(1), 1-23. doi:10.1093/scan/nsw154; 2017b. "How emotions are made. The secret life of the brain." Boston, NY: Houghton Mifflin Harcourt]. Using three databases collected for previous studies to which a total of 1278 participants contributed, the present study explores whether individuals knowing more languages, and knowing them to a higher level scored higher on trait Emotional Intelligence. Statistical analyses revealed that, with one exception, no such relationship existed. Possible reasons for this overall null result is that Trait EI is less susceptible than other personality dimensions to be shaped by social environmental factors such as multilingualism or that the instruments used were too blunt.

Developing emotional competence during childhood is critical because it is a significant resource for building psychological well-being, social relationships and even school achievement. Language plays an important role in fostering emotional competence among monolingual children but for bilingual children, the relationship between culture, language and emotions is significantly more complex. Although bilinguals may have more emotion concepts due to their engagement in multiple languages and cultures, this potential may only materialise under specific conditions. In this study, we investigate whether ethnic minoritised bilingual children’s emotional competence (i) differs from that of majority monolingual children based on their language proficiency profile and (ii) is shaped by their exposure to the majority culture, independent of their language competencies. Using a sample of primary school children (aged 10–12; N = 924) living in Belgium, the results of our quantitative analyses suggest that being fluently bilingual is beneficial to fostering emotional competence for minoritized children. However, Belgian socialisation efforts, exposure to Dutch media and demographic proxies of the degree of cultural exposure were not significantly related to emotional competence. Our results contradict contemporary deficit views surrounding bilingualism and suggest important policy implications for educational professionals. [ABSTRACT FROM AUTHOR]

This cross-sectional mixed methods study investigates how intense and authentic communication shapes learners' enjoyment (FLE), anxiety (FLCA), and boredom (FLCB) in class. Participants were 181 beginning English foreign language learners aged 11 in three secondary schools in France. Statistical analyses revealed that pupils in classes with a special focus on intense and authentic communication experienced significantly more FLE and less FLCA and FLCB than their peers in standard classes. Structural equation modelling revealed that intense and authentic communication had the strongest (positive) effect on FLE, followed by negative effects on FLCB and FLCA. FLE was found to be negatively correlated with FLCA and FLCB, while FLCA and FLCB were positively correlated. An axiological analysis of the qualitative data showed that pupils in intense, authentic communication classes reported more FLE, less FLCB, and equal FLCA compared with peers in the standard teaching classes. Pedagogical implications are presented. [ABSTRACT FROM AUTHOR]

This cross-sectional study seeks to compare levels of emotional resonance in Arabic and English and identify the effects of sociobiographical factors, the history of English language learning and the current use of English on the development of emotional resonance of English among 141 bi- and multilingual Arab pupils and students in Saudi Arabia. Arabic was found to have a significantly stronger emotional resonance than English. Higher scores on emotional resonance in English were found among female participants, participants who had attended English-speaking primary (but not secondary schools), and participants who were using English intensely and frequently at the time of the data collection. We argue that all these factors contribute directly and indirectly to higher proficiency and increased embodiment of English. [ABSTRACT FROM AUTHOR]

Intellectual humility (IH) remains a relatively novel concept, though past research indicates a relationship to open-mindedness, lower propensity towards political bias and amenability to engage with opposing viewpoints. Intellectual humility has shown mixed effects on foreign language learning (Moskowitz & Dewaele [2020]. The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety. Eurasian Journal of Applied Linguistics, 6, 521–541.), though it has not been explored in relation to language attitudes. The current study investigates connections between IH and language attitudes among Hebrew L1 speakers. Treating multilingualism and Arabic as separate variables, a Hebrew survey was administered, adapted from the Comprehensive Intellectual Humility Scale (CIHS) (Krumrei-Mancuso & Rouse [2016]. The development and validation of the comprehensive intellectual humility scale. Journal of Personality Assessment, 98(2), 209–221.) and a questionnaire on multilingualism (Tannenbaum et al. [2020]. Toward a new multilingual educational policy in Israel: Attitudes and perceptions of teachers and students. The Modern Language Journal, 104(3), 581–600.). Statistical analyses found that openness to revising one's viewpoints predicted attitudes towards multilingualism, and respect for others' viewpoints predicted attitudes towards Arabic. Qualitative data explored the charged topic of the status of Arabic in Israel, finding that responses contained themes of intellectual humility such as prosociality and respect for others' viewpoints, lending support to the quantitative findings. [ABSTRACT FROM AUTHOR]

Attraction to the target culture can be a reason to study the language, especially in the case of languages other than English (LOTEs). Recently, the number of Korean language learners has surged alongside the growing popularity of Korean pop culture (K‐pop). However, it is unknown whether the initial attraction to the culture and the first steps in that direction shape foreign language (FL) emotions in the longer term. To fill this gap, this mixed‐methods study examined to what extent the attractiveness of the Korean Culture (K‐culture) predicts foreign language enjoyment (FLE) after controlling for other established learner variables (i.e., the length of FL study, FL proficiency, frequency of FL use outside of class, and attitudes toward the teacher and FL) through sequential regression analysis. The quantitative findings are complemented by the open‐ended responses to the sources of FLE using the American Council on Teaching of Foreign Languages 3Ps framework (products, practices, and perspectives) through NVivo. A total of 782 university students studying Korean as FL completed an online survey on the attractiveness of K‐culture and FLE. The results showed that the attitude toward the teacher and attractiveness of K‐culture are the strongest predictors of FLE. [ABSTRACT FROM AUTHOR]