Based on theories of emotion contagion and social appraisal in interpersonal affect transfer and the control-value theory of achievement emotions, the present study examined associations between students' perceptions of peer emotions and their own self-perceived emotions in English as a foreign language (EFL) classrooms. Data were collected from…

Informed by Segalowitz's (Cognitive bases of second language fluency, Routledge, 2010) L2 speech production model and MacIntyre et al.'s (Mod Lang J 82(4):545-562, 1998. https://bibliotheek.ehb.be:2102/10.1111/j.1540-4781.1998.tb05543.x) L2 willingness to communicate model, this study sought to understand the influence of cognitive, affective and sociocultural…

The COVID-19 pandemic has led to a global crisis resulting in lockdowns worldwide. Studies found that these could amplify negative affects predictive of disturbances in time perception. However, all existing studies on this topic concentrated on the general population during a lockdown at home. There was no research on university students living…

In 2017, the Ministry of Education promulgated the General High School English Curriculum Standards (2017 Edition), which stressed the importance of affective factors in English learning. This study uses a combination of qualitative and quantitative research methods such as student questionnaires and interviews to explore the motivational function…

This study examined the psychometric properties of Strengths Knowledge Scale (SKS) and Strengths Use Scale (SUS) in a sample of 442 adolescents by the exploratory structural equation modeling. Correlations between strength use/strength knowledge and flourish, positive affect, negative affect, depression, anxiety, stress, and GPA were examined to…

In teacher identity research, limited attention has been paid to how pre-service teachers constructed their identities by negotiating with different emotions in their practice. To fill this gap, the present study, drawing upon the approach of narrative inquiry, explores how a student-teacher--Ming--negotiated and navigated conflicting emotions in…

The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese undergraduates of Japanese, who were also learning English, participated in two surveys that were administered over a 2-month interval.…

This study examined the predictive role of several learner factors in second language (L2) incidental vocabulary acquisition through reading: L2 proficiency, motivation, anxiety, and mastery of strategies. Participants were 129 English learners in a comprehensive university in China. Participants read two English texts and were given an…

By incorporating psychopathology and subjective well-being (SWB), the dual-factor model of mental health (DFM) can comprehensively measure psychological health. We examined the utility of the DFM among 1,293 Chinese adolescents (Grades 7-12). Furthermore, we examined the dynamics of mental health group membership via a two-wave longitudinal study…

Chinese EFL learners may have difficulty in speaking fluent and accurate English, for their speaking competence are likely to be influenced by cognitive, linguistic and affective factors. With the aim to enhance those learners' oral proficiency, this paper first discusses three effective models of teaching English speaking, and then proposes a…

Research on the good language learner in the conventional learning context has been high on the agenda of practitioners in the field of English as a second language/English as a foreign language since the mid-1970s. This study, however, focuses on the distance learning context with the aim of constructing an "affective" profile of the…

Early English immersion in China has been studied from many angles, but no research to date has investigated affective variables, which may have a profound relevance to successful English acquisition. The present study examines the roles of motivation, attitudes towards learning English, willingness to communicate, perceived competence, language…

Affect is considered as aspects of emotion, feeling, mood or attitude which condition behaviors in second language acquisition. Positive affect is good for studying while negative affect will inevitably hinder learners' learning process. As we know, students in junior high school are special groups as they are experiencing great changes both in…

The objectives of this study are to investigate the interrelationships of a number of affective variables related to studying Chinese as a second language (L2); to examine the relationships between affective variables in second language acquisition (SLA) and the indices of adaptation; and thirdly, to assess the changes over time in the attitudes…

How can ELT be made enjoyable and effective? One feasible pedagogical application is to integrate English songs into ELT. Song, a combination of music and lyrics, possesses many intrinsic merits, such as a kaleidoscope of culture, expressiveness, recitability and therapeutic functions, which render it an invaluable source for language teaching.…