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The Role of Intellectual Humility in Foreign Language Enjoyment and Foreign Language Classroom Anxiety

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Title: The Role of Intellectual Humility in Foreign Language Enjoyment and Foreign Language Classroom Anxiety
Language: English
Authors: Moskowitz, Sharona (ORCID 0000-0002-5456-2186), Dewaele, Jean-Marc (ORCID 0000-0001-8480-0977)
Source: Eurasian Journal of Applied Linguistics. 2020 6(3):521-541.
Availability: Eurasian Journal of Applied Linguistics. Canakkale Onsekiz Mart University, Anafartalar Campus Faculty of Education Department of Foreign Language Education, Canakkale 07100, Turkey. e-mail: editor@ejal.info; Website: https://www.ejal.info/index.php/ejal
Peer Reviewed: Y
Page Count: 21
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Role, Second Language Learning, Second Language Instruction, Spanish, Native Language, Self Concept, Anxiety, Measures (Individuals), Classroom Communication, English (Second Language), Psychological Patterns, Communication (Thought Transfer), Likert Scales, Language Proficiency, Correlation, Surveys, Social Media
Assessment and Survey Identifiers: Foreign Language Classroom Anxiety Scale
ISSN: 2149-1135
Abstract: Intellectual humility (IH) involves a certain degree of selflessness and an accurate view of one's own worth and abilities. To date, IH has not been explicitly researched as a variable in the study of foreign language (FL) learning. The present mixed-methods study aims to explore possible links between FL learners' IH and their foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). The survey was administered online entirely in Spanish and respondents were 163 adult Spanish L1 speakers enrolled in an EFL course at any level of proficiency. The research instrument was adapted from three established constructs: the CIHS (Comprehensive Intellectual Humility Scale) (Krumrei-Mancuso & Rouse, 2016), the FLE Short Form (Botes, Dewaele & Greiff, 2020) and the FLCA Short form scale (Dewaele & MacIntyre, 2014). Feedback on three open-ended questions provided qualitative data. Results show that IH has a mixed and complex relationship with FLE and FLCA, with some IH domains negatively predicting FLE and both positively and negatively predicting FLCA. The current research is an attempt to widen the range of psychological factors that might affect FL classroom emotions.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1279566
Database: ERIC
FullText Text:
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  Data: The Role of Intellectual Humility in Foreign Language Enjoyment and Foreign Language Classroom Anxiety
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  Data: <searchLink fieldCode="AR" term="%22Moskowitz%2C+Sharona%22">Moskowitz, Sharona</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5456-2186">0000-0002-5456-2186</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dewaele%2C+Jean-Marc%22">Dewaele, Jean-Marc</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8480-0977">0000-0001-8480-0977</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Eurasian+Journal+of+Applied+Linguistics%22"><i>Eurasian Journal of Applied Linguistics</i></searchLink>. 2020 6(3):521-541.
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  Data: Eurasian Journal of Applied Linguistics. Canakkale Onsekiz Mart University, Anafartalar Campus Faculty of Education Department of Foreign Language Education, Canakkale 07100, Turkey. e-mail: editor@ejal.info; Website: https://www.ejal.info/index.php/ejal
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  Data: 21
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  Data: Intellectual humility (IH) involves a certain degree of selflessness and an accurate view of one's own worth and abilities. To date, IH has not been explicitly researched as a variable in the study of foreign language (FL) learning. The present mixed-methods study aims to explore possible links between FL learners' IH and their foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). The survey was administered online entirely in Spanish and respondents were 163 adult Spanish L1 speakers enrolled in an EFL course at any level of proficiency. The research instrument was adapted from three established constructs: the CIHS (Comprehensive Intellectual Humility Scale) (Krumrei-Mancuso & Rouse, 2016), the FLE Short Form (Botes, Dewaele & Greiff, 2020) and the FLCA Short form scale (Dewaele & MacIntyre, 2014). Feedback on three open-ended questions provided qualitative data. Results show that IH has a mixed and complex relationship with FLE and FLCA, with some IH domains negatively predicting FLE and both positively and negatively predicting FLCA. The current research is an attempt to widen the range of psychological factors that might affect FL classroom emotions.
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