지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 미래영어영문학회 영어영문학 영어영문학 제28권 제3호
- 발행연도
- 2023.8
- 수록면
- 179 - 206 (28page)
- DOI
- 10.46449/MJELL.2023.08.28.3.179
이용수
초록· 키워드
오류제보하기
Studies on the emotions experienced by learners have become an important topic in the field of foreign/second language acquisition: emotions, either negative or positive, have been proven to have a direct relationship with learning outcomes. This study investigated Korean undergraduate EFL students’ levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA), and the relationship between FLE, FLCA and student-related variables (i.e., self-rated English proficiency, year level, attitudes toward English) and teacher-related variables (i.e., strictness of teacher, friendliness of teacher, teacher’s joking, and teacher’s unpredictability). It also explored the sources of FLE and FLCA. A total of 117 students participated in this study by completing a survey and interviews. Enjoyment was more prevalent than anxiety in the English classroom as students reported fairly good levels of FLE (M=3.62) and moderate levels of anxiety (M=2.99). Furthermore, FLE was mostly related to the teacher and practices (friendliness and unpredictability) and FLCA was more related to the learner (self-rated English proficiency and year level). Regarding the sources of FLE, a sense of achievement and successful interactions during in-class activities were reported. Speaking anxiety, classroom activity pressure, and test situations were reported as the main sources of FLCA. Pedagogical implications were also discussed.
목차
Ⅰ. Introduction
Ⅱ. Literature Review
Ⅲ. Method
Ⅳ. Results
Ⅴ. Discussion and Conclusion
References
Abstract
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