Individual differences such as trait emotional intelligence and learner autonomy shape emotional experiences during language development¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review reports, citing Resnik and Dewaele (2023), that learners with higher trait emotional intelligence tend to experience more positive emotions and fewer negative emotions during language development across different contexts, and that more autonomous learners generally enjoy language classes more, especially in challenging circumstances like emergency remote teaching. → Peng Wang 2024

Evidence¶

Peng Wang 2024¶

Peng Wang, Lesya Ganushchak, Camille Welie, Roel van Steensel. (2024). The Dynamic Nature of Emotions in Language Learning Context: Theory, Method, and Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09946-2

q2 · i? · review · r2

Narrative review reporting an empirical finding attributed to Resnik and Dewaele (2023); the review also notes TEI and learner autonomy showing a strong positive correlation. No effect sizes are printed in the quoted passage.

"Learners with higher trait emotional intelligence (TEI) tend to experience more positive emotions and fewer negative emotions during language development across different contexts. Similarly, more autonomous learners generally enjoy language classes more, especially in challenging circumstances like emergency remote teaching."

Discussion¶

Learner Variables¶

• Emotional Intelligence — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Anxiety, enjoyment and boredom are three critical emotions in language learning that affect outcomes and engagement — related
• Cultural background influences emotional experiences in language learning, with collectivist-background students tending to experience heightened anxiety — a narrower finding that bears on this claim