Akademik Veri Yönetim Sistemi
ITUELTS Days, İstanbul, Türkiye, 31 Mayıs 2024 - 01 Haziran 2025, ss.5
n the past 15 years, spurred by the growing recognition of Positive
Psychology (PP; Seligman, 2012), research in foreign language acquisition
has undergone a notable transformation. From being centered
predominantly on the negative aspects of language learning, particularly
anxiety, the focus has shifted towards exploring the role of positive
emotions in facilitating language acquisition. Attention has been redirected
to unraveling the intricate emotional landscape, encompassing both positive
and negative states, experienced by the students and their teachers.
Empirical findings underscore the significant impact of emotional states on
language learning outcomes. Positive emotional states, for example,
Enjoyment of Foreign Language Learning and Mental Peace, have been
found to be positively associated with heightened willingness to
communicate and academic performance (Botes et al., 2022; Zhou et al.,
2022), whereas Foreign Language Classroom Anxiety and Boredom have
been identified as impediments to academic achievement (Dewaele et al.,
2023). Furthermore, the pivotal role of teachers' behavior in shaping
students' emotional experiences within the foreign language classroom has
been highlighted (Frenzel et al. 2024, Yang et al. 2023) Cultivating a
positive emotional climate not only enhances language learning but also
contributes significantly to students' overall well-being.
The purpose of this presentation is to elucidate the evolution of our
understanding of the complex emotional dynamics involved in foreign
language acquisition and to stimulate reflection among participants on the
implications for future research directions.