English department, Islamic Azad university malayer branch, Iran
10.22034/jelt.2024.16174.1105
Abstract
Recent research into individual differences has increasingly focused on emotions and their influence on language learning (MacIntyre, Gregersen, & Mercer, 2016). This study investigates the emotional experiences of English majors in relation to their use of foreign languages. Utilizing a qualitative approach, participants were asked to describe their emotional experiences with foreign languages and one of the four language skills in their native language (Iranian). The dataset included 166 paragraphs from 31 male and 135 female students, encompassing 43 passages on listening, 35 on speaking, 47 on reading, and 41 on writing. Through content analysis, the texts were divided into thematic units and collaboratively coded. The initial coding was guided by an academic emotions framework (Pekrun, 2014), with modifications as needed. Results indicate that English majors frequently encounter emotions such as enjoyment and language anxiety, with differences based on the language skill and the context of language use (inside or outside the classroom).
Karami, P. (2024). Emotional experiences of advanced learners in foreign language acquisition across all skill domains. JELT Journal | Farhangian University, 3(1), -. doi: 10.22034/jelt.2024.16174.1105
MLA
Pejman Karami. "Emotional experiences of advanced learners in foreign language acquisition across all skill domains", JELT Journal | Farhangian University, 3, 1, 2024, -. doi: 10.22034/jelt.2024.16174.1105
HARVARD
Karami, P. (2024). 'Emotional experiences of advanced learners in foreign language acquisition across all skill domains', JELT Journal | Farhangian University, 3(1), pp. -. doi: 10.22034/jelt.2024.16174.1105
VANCOUVER
Karami, P. Emotional experiences of advanced learners in foreign language acquisition across all skill domains. JELT Journal | Farhangian University, 2024; 3(1): -. doi: 10.22034/jelt.2024.16174.1105
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