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Licensed Unlicensed Requires Authentication Published by De Gruyter Mouton March 25, 2021

Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe

  • Pia Resnik ORCID logo EMAIL logo and Jean-Marc Dewaele ORCID logo
From the journal Applied Linguistics Review
https://doi.org/10.1515/applirev-2020-0096

Abstract

Due to the spread of Covid-19, universities had to move their courses online abruptly. This paper explores its impact on 510 European tertiary-level English as a Foreign Language (EFL) learners’ classroom emotions and analyses possible links to their trait emotional intelligence (TEI) and learner autonomy. Statistical analyses of data gathered with a web survey revealed that students rated their ‘in-person’ classes as significantly more enjoyable and also more anxiety-provoking. Overall, levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) were positively correlated between both contexts. The moderate negative correlation between FLE and FLCA in ‘in-person’ classes disappeared in emergency remotely taught classes. TEI and learner autonomy were positively correlated, and both were positively linked to FLE and negatively to FLCA in both contexts. This means that more autonomous, emotionally intelligent students tend to be able to enjoy the FL class more – even more so under particularly challenging circumstances. Overall, it seems that learners not being physically present in classrooms weakens all emotions, and breaks the relationship between them. One possible explanation is that disembodied classes have less emotional resonance.

Keywords: Covid-19; foreign language classroom anxiety; foreign language enjoyment; learner autonomy; trait emotional intelligence
Corresponding author: Pia Resnik, Department of English, University College of Teacher Education Vienna/Krems, Mayerweckstraße 1, 1210 Vienna, Austria; and Department of English and American Studies, University of Vienna, Spitalgasse 2, 1090 Vienna, Austria, E-mail:

Acknowledgements

We would like to thank the students who agreed to participate in this study. Additionally, we would like to express our gratitude to the colleagues of the universities and university colleges involved for their support.

  1. Research funding: This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

  2. Declarations of interest: None.

  3. Data statement: The data that support the findings of this study are available from the corresponding author, P. R., upon reasonable request.

Appendix

Face-to-face/Online enjoyment scale

  1. In my online/‘in-person’ English class, I feel proud of my accomplishments.

  2. I enjoy/ed it.

  3. It’s/was fun.

  4. The teacher is/was encouraging.

  5. The teacher is/was friendly.

  6. The teacher is/was supportive.

  7. There is/was a good atmosphere.

  8. We form/ed a tight group.

  9. We laugh/ed a lot.

Face-to-face/Online anxiety scale

  1. Even if I am/was well prepared for my online/‘in-person’ English class, I feel/felt anxious about it.

  2. I always feel/felt that the other students speak English better than I do.

  3. I can/could feel my heart pounding when I’m/was going to be called on in my online/‘in-person’ English class.

  4. I don’t/didn’t worry about making mistakes in my online/‘in-person’ English class.

  5. I feel/felt confident when I speak/spoke in my online/‘in-person’ English class.

  6. I get/got nervous and confused when I am/was speaking in my online/‘in-person’ English class.

  7. I start/ed to panic when I have/had to speak without preparation in my online/‘in-person’ English class.

  8. It embarrasses/ed me to volunteer answers in my online/‘in-person’ English class.

Learner autonomy scale

  1. I’m good at searching information about new topics on my own.

  2. I frequently find excuses for not getting down to work.

  3. I’m good at meeting deadlines.

  4. My time management is good.

  5. I’m happy working on my own.

  6. Even when tasks are difficult I try to stick with them.

  7. I am open to new ways of doing familiar things.

  8. I’m good at handling challenging tasks.

  9. I plan my time for study effectively.

  10. I tend to be motivated to work by assessment deadlines.

  11. I take responsibility for my learning experiences.

  12. I enjoy new learning experiences.

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Received: 2020-08-28
Accepted: 2021-03-03
Published Online: 2021-03-25
Published in Print: 2023-05-25

© 2021 Walter de Gruyter GmbH, Berlin/Boston

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Applied Linguistics Review
Applied Linguistics Review
Volume 14 Issue 3
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