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The impact of emotional contagion on second/foreign language learning environments in terms of student motivation and achievement

The present study examined any possible relationship between teachers’ emotional contagion and their learners’ achievement and motivation for learning English as a foreign language (EFL). In addition, it explored the predictability of learners’ foreign language motivation and achievements in terms of their respective teachers’ emotional contagion. Twenty EFL teachers were asked to fill out the emotional contagion scale (Doherty, Journal of Nonverbal Behavior 21:131–154, 1997) to measure the levels of emotional contagion among them. Also, ten copies of the academic motivation scale questionnaire (Vallerand et al., Educational and Psychological Measurement 52:1003–1017, 1992) were distributed among ten learners of each teacher. Moreover, results from the performance of students in their final language achievement test were collected and analyzed. The study found that teachers' emotional contagion significantly influenced learners’ motivation and achievement scores, with emotional contagion being a strong predictor of these outcomes. These findings highlight the role of emotional dynamics in the language learning environment. Conclusions are drawn on how exploring teachers’ emotional contagion and how students perceive it can lead to a more positive and engaging language learning environment.

Penelitian ini mengkaji kemungkinan hubungan antara penularan emosi guru dengan prestasi dan motivasi pembelajar mereka dalam belajar Bahasa Inggris sebagai Bahasa Asing (EFL). Selain itu, penelitian ini juga mengeksplorasi prediktabilitas motivasi dan prestasi bahasa asing pembelajar dalam kaitannya dengan penularan emosi guru mereka masing-masing. Dua puluh guru EFL diminta untuk mengisi skala penularan emosi (Doherty, Journal of Nonverbal Behavior 21:131–154, 1997) untuk mengukur tingkat penularan emosi di antara mereka. Selain itu, sepuluh salinan kuesioner skala motivasi akademik (Vallerand dkk., Educational and Psychological Measurement 52:1003–1017, 1992) dibagikan kepada sepuluh pembelajar dari masing-masing guru. Lebih lanjut, hasil kinerja siswa dalam tes prestasi bahasa akhir mereka dikumpulkan dan dianalisis. Penelitian ini menemukan bahwa penularan emosi guru secara signifikan memengaruhi motivasi dan skor prestasi pembelajar, dengan penularan emosi menjadi prediktor kuat untuk hasil ini. Temuan ini menyoroti peran dinamika emosi dalam lingkungan belajar bahasa. Kesimpulan ditarik tentang bagaimana mengeksplorasi penularan emosi guru dan bagaimana siswa mempersepsikannya dapat mengarah pada lingkungan belajar bahasa yang lebih positif dan menarik.

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Informasi Detail
Judul Seri
Asian-Pacific Journal of Second and Foreign Language Education
No. Panggil
-
Penerbit
: Springer Nature.,
Deskripsi Fisik
Hal. 1-20
Bahasa
English
ISBN/ISSN
23635169
Klasifikasi
NONE
Tipe Isi
text
Tipe Media
computer
Tipe Pembawa
online resource
Edisi
10, Article number: 31
Subjek
EFL learners
Emotional contagion
Language learning motivation
Info Detail Spesifik
-
Pernyataan Tanggungjawab
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