期刊
SYSTEM
卷 107, 期 -, 页码 -出版社
ELSEVIER SCI LTD
DOI: 10.1016/j.system.2022.102821
关键词
Positive psychology; Emotion; EFL; Achievement; Anxiety; Motivation
This study used a quasi-experimental design to investigate the effects of a pedagogical positive psychology intervention on English as a foreign language (EFL) learners. The findings suggest that integrating positive and negative emotions in language learning can positively impact learner motivation, anxiety, and achievement.
This study adopted a quasi experimental design to examine the impact of a pedagogical positive psychology (PP) intervention on how the integration of positive and negative emotions in English as a foreign language (EFL) learning and teaching affects learner language motivation as a positive affective variable, anxiety as a negative emotion, and EFL achievement as a learning outcome. To address this question empirically, the study implemented three emotion-regulation quasi experiments employed by 6 EFL teachers with 209 EFL learners divided into three groups for 12 weeks: in group 1, learners were exposed extensively to anxiety-regulating strategies, those in group 2 were thoroughly exposed to motivation-promoting strategies, and those in group 3 were exposed to combined anxiety-regulating and motivational strategies together. The influence of the treatment was assessed using questionnaires, classroom observations, and achievement tests. ANOVAs and MANOVAs were employed to capture treatment effects. The findings show that integrating positive and negative emotions in language learning resulted in the largest positive change in learner's motivation, anxiety, and language achievement. These findings support the assumptions of the Broaden-Build Theory in that positive emotions not only broaden people's vision and build strengths but further help undo the lingering effects of negative emotions.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据