Annotations
(17/12/2025 15:26:21)
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« According to Resnik and Mercer (2024), a common misinterpretation of PP is that positive psychologists ignore or deny systemic problems or negative experiences. Instead, positive psychology acknowledges that positive emotions fulfil a different role from negative ones. While positive emotions have a short-term thought-action broadening function (e.g. a broadened perspective and a stronger desire to explore in L2) as well as a long-term resource-building function (e.g. better social resources) when learning an FL, negative emotions have a narrowing effect, typically hindering progress in the FL (e.g. by affecting cognitive processes such as information processing), as well as learning outcomes, and overall language development » (Resnik et al., 2025, p. 2)
« Due to their different functions in FL learning, positive and negative emotions alike have to be considered when examining emotions in language learning. » (Resnik et al., 2025, p. 2)
« One key finding emerging from previous studies, which should be communicated to teachers around the world, is that FLE is a more fleeting experience than FLCA, as it is more related to the classroom environment » (Resnik et al., 2025, p. 3)
« and is influenced more by teacher characteristics than FLCA » (Resnik et al., 2025, p. 3)
« The latter, in turn, is more stable and more related to a learners’ personality, including neuroticism and TEI » (Resnik et al., 2025, p. 3)
« the spectrum of emotions studied, which has been broadened in recent years, including shame and guilt (Teimouri, 2018), happiness (Helgesen, 2016), pride (Khajavy & Lüftenegger, 2024), curiosity (Mahmoodzadeh & Khajavy, 2019), peace of mind (Zhou, Dewaele et al., 2023), and embarrassment (Khajavy et al., 2025), to name just a few emotions that serve(d) as a new impetus. » (Resnik et al., 2025, p. 4)
« the need for a deeper understanding of emotion dynamics more generally, as emotions have been shown to be, for instance, contagious in the FL classroom, with learner and (perceived) teacher emotions often being aligned (Moskowitz & Dewaele, 2021). » (Resnik et al., 2025, p. 4)
« a research agenda in four areas of enquiry, where we feel further research is necessary to improve our theoretical understanding of the role of FL learners’ emotions and to make the knowledge gained practically more useful for practitioners. These areas include 1) the broadening of the type of emotions studied, 2) understanding their dynamics, 3) the need for a diversification of research contexts, and 4) bridging the research-practice gap. » (Resnik et al., 2025, p. 4)
« This trio of emotions (anxiety, enjoyment, and boredom) has become ubiquitous in SLA emotion research » (Resnik et al., 2025, p. 5)
« While these emotions have proven to be highly relevant, the overt focus limits our understanding of the full affective landscape that shapes language learning. » (Resnik et al., 2025, p. 5)
« these explorations of complex emotions beyond the oft-studied anxiety, enjoyment, and boredom remain few and far in-between, with studies often examining emotions in isolation as opposed to parts of a greater theoretical model of diverse emotions. » (Resnik et al., 2025, p. 5)
« future work must systematically expand the emotional repertoire under investigation, while anchoring that expansion in well-articulated theoretical frameworks such as Basic Emotions Theory, Core Affect, and CVT. » (Resnik et al., 2025, p. 6)
« Although emotions experienced by FL teachers have gained increased research attention in recent years (see Proietti Ergün & Dewaele, 2021), the distinction between felt emotions and expressed emotions is rarely made in the literature. » (Resnik et al., 2025, p. 9)
« This distinction between feeling an emotion and expressing that emotion is especially relevant to teachers, as the need for emotional regulation, emotional labour, and emotional display rules are often self-reported by teachers (Chang, 2020). Teachers may not always display their true felt emotions, as the expression of negative emotions is often seen as a hindrance to learning (Sutton et al., 2009) and the display of positive emotions is seen as conducive to learning as it creates a supportive atmosphere (Pekrun, 2006) and can lead to emotionally competent students (Poulou & Denham, 2023). » (Resnik et al., 2025, p. 9)
« This selective display of emotions can be termed emotional labour, which is defined as the expression or non-expression of felt emotions during the course of job-relevant interactions (Hochschild, 1983). » (Resnik et al., 2025, p. 9)
« These emotional display rules and the suppression of naturally felt emotions can have a negative effect on teachers » (Resnik et al., 2025, p. 9)
« the emotional expression of FL teachers can also have an impact on the learning of FL students. » (Resnik et al., 2025, p. 10)
« Given the effect of emotional expression, emotional labour, and emotional display rules on teachers, and the possible effect of emotional expression by teachers on students’ learning performance, there is a need to examine emotional expression within the context of FL teaching » (Resnik et al., 2025, p. 10)
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Annotations
(10/11/2025 16:01:06)
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« Feeling different when using another language is quite common among adult multilinguals who use their various languages regularly in authentic interactions in naturalistic settings » (Resnik et al., 2025, p. 1)
« a strong sense of transcendent empowerment or liberation from their first language (L1) cultural or political norms when using a language acquired later in life (LX) » (Resnik et al., 2025, p. 1)
« cases like Lvovich’s where young foreign language (FL) learners in instructed settings view the FL as a way to develop their ideal selves, and experience a (positive) feeling of difference when using the FL. » (Resnik et al., 2025, p. 2)
« Considering the importance of learners’ positive perceptions of themselves in the language for ongoing success in FL learning and their wellbeing, investigating the connection between TEI and learners’ perception of themselves when using the language is crucial. » (Resnik et al., 2025, p. 2)
« The variables that have been most investigated to explain multilinguals’ different self-perceptions in different languages are: perceived proficiency (Dewaele 2016; Dewaele and Nakano 2013; Venturin 2023), the perceived emotionality of the languages concerned and perceived dominance of a particular language (Dewaele 2016; Ożańska-Ponikwia 2013; Panicacci 2023; Panicacci and Dewaele 2023), which refers to overall use, cognitive relevance of a language, fluency, domains covered by a language or a combination of all of these (Grosjean 2013). » (Resnik et al., 2025, p. 2)
« Multilinguals typically consider their L1s as more emotional, rich, poetic, useful and colourful than their LXs. » (Resnik et al., 2025, p. 2)
« multilinguals also typically report feeling that their L1(s) are most suitable for expression of emotion and for swearing » (Resnik et al., 2025, p. 2)
« multilinguals feel that their rational and emotional range is more limited when their proficiency level was lower (Dewaele and Nakano 2013). » (Resnik et al., 2025, p. 2)
« Dewaele and Nakano’s (2013) study, a total of 106 multilinguals reported that – with their L1 as benchmark – they felt gradually less logical, serious, emotional and increasingly fake and overall different when using their second (L2), third (L3) and fourth language (L4) in chronological order of acquisition. » (Resnik et al., 2025, p. 2)
« Generally, then, existing research appears to show that emotions may explain multilinguals’ sense of being different in different languages more than linguistic factors such as proficiency or age of acquisition. » (Resnik et al., 2025, p. 3)
« Trait emotional intelligence (TEI) is a lower-order stable personality trait defined as a constellation of emotional perceptions that individuals have of their own emotions and those of people around them (Petrides 2009). It is measured with self-report surveys such as the TEI-Que (Petrides 2009). » (Resnik et al., 2025, p. 4)
« Overall, previous research has demonstrated the relevance of TEI in learners’ language learning trajectories as well as multilinguals’ use of their different languages in migration contexts, and their sense of feeling different when using the language of the host society. » (Resnik et al., 2025, p. 4)
« (1) Do FL learners experience a sense of difference (‘feeling like a different person’) when using the target language? (1a) How do they feel? (2) To what extent do TEI, FLE and FLCA explain variation in the emotional valence of learners’ sense of difference (positive vs negative) when using the FL? (2a) Do learners’ emotions in the FL class mediate the relationship between TEI and the emotional valence of their sense of difference (positive vs negative) when using the FL? » (Resnik et al., 2025, p. 5)
« Having different perceptions of oneself in different languages is a common phenomenon among multilinguals » (Resnik et al., 2025, p. 10)
« Previous research indicated that contextual and socio-psychological factors (e.g. the speaker’s cultural identities, their sense of belonging to a community, the interlocutors and topics of conversations) appear to have a stronger influence on this sense of difference than linguistic factors such as the level of proficiency » (Resnik et al., 2025, p. 10)
« Our first research question aimed at identifying whether EFL learners in a German-medium instructed setting (secondary school and university) do indeed perceive themselves as different when using L2 English, as opposed to their L1 German selves. Close to 40% of the participants responded that this was the case to some extent, suggesting that this phenomenon is experienced less widely by FL learners than by multilinguals who use their languages in naturalistic contexts » (Resnik et al., 2025, p. 10)
« The most frequent explanation given by participants in this study for feeling different in L2 English was a linguistic one, relating to participants’ level of language use; they felt less proficient in English and, consequently, felt unable to express themselves in the same way as in their L1(s). Some participants felt different because they were nervous and worried about making mistakes. Participants also remarked on their reduced ability to express emotions, linked in part to lower proficiency generally in English » (Resnik et al., 2025, p. 10)
« but also to the lower emotional resonance of English expressions for them » (Resnik et al., 2025, p. 10)
« the perception of feeling different in English due to limited proficiency and, for example, speaking differently, was not necessarily seen in a negative way. Feeling positively different in English was also revealed in participants’ reports of feeling more self-confident and powerful when using English. » (Resnik et al., 2025, p. 10)
« The second research question sought to explore the potential role of emotional literacy (Kliueva and Tsagari 2018) in the perception of feeling different when speaking an LX. » (Resnik et al., 2025, p. 11)
« TEI was linked to a more positive feeling of difference » (Resnik et al., 2025, p. 11)
« TEI was also a reliable predictor of both learners’ FLE and FLCA; more emotionally intelligent students tended to enjoy their FL classes more and were less anxious, which corroborates findings from previous studies » (Resnik et al., 2025, p. 11)
« what happens in the classroom may well have consequences beyond the walls of the classroom, shaping learners’ subjectivity in the language they are learning. Teachers consequently need to focus on boosting their learners’ FLE and on trying to neutralise the effect of FLCA in class » (Resnik et al., 2025, p. 11)
« in order to ensure that students develop a positive sense of self in the FL. » (Resnik et al., 2025, p. 11)
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