The Effect of Perception of Teacher Characteristics on Spanish EFL Learners' Anxiety and Enjoyment

Autor/inn/en	Dewaele, Jean-Marc; Magdalena, Andrea Franco; Saito, Kazuya
Titel	The Effect of Perception of Teacher Characteristics on Spanish EFL Learners' Anxiety and Enjoyment
Quelle	In: Modern Language Journal, 103 (2019) 2, S.412-427 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saito, Kazuya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12555
Schlagwörter	Second Language Learning; Second Language Instruction; Language Teachers; Teacher Characteristics; Pronunciation; Predictor Variables; Teaching Skills; Anxiety; Correlation; English (Second Language); Student Attitudes; Native Language; Teacher Student Relationship; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Aussprache; Prädiktor; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Angst; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Spanien
Abstract	The present study explores the relationship between Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) and a number of teacher-centered variables within the Spanish classroom context. Participants were 210 former and current learners of English as a foreign language (EFL) from all over Spain who filled out an online questionnaire with Likert scale items. A moderate negative relationship emerged between FLE and FLCA. Participants who had an L1 English speaker as a teacher reported more FLE and less FLCA than those with a foreign language user of English. Teacher characteristics predicted close to 20% of variance in FLE but only 8% of variance in FLCA. The strongest positive predictor of FLE was a teacher's friendliness while a teacher's foreign accent was a weaker negative predictor. Teacher-centered variables predicted much less variance for FLCA. Participants experienced more FLCA with younger teachers, very strict teachers, and teachers who did not use the foreign language much in class. The findings confirm earlier research that FLE seems to be more dependent on the teachers' pedagogical skills than FLCA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01