FAQ
logo Uniwersytetu Jagiellońskiego w Krakowie
PL | EN

Ustawienia prywatności (cookies)

Ta strona używa ciasteczek (cookies), dzięki którym nasz serwis może działać lepiej. Aby uzyskać więcej informacji i spersonalizować swoje preferencje, kliknij „Ustawienia”. W każdej chwili możesz zmienić swoje preferencje, a także cofnąć zgodę na używanie plików cookie na poniższej stronie.
Polityka prywatności (link otworzy się w nowym oknie)
* z wyjątkiem niezbędnych plików cookies do prawidłowego działania strony oraz realizacji obowiązków prawnych administratora
Przesuwając suwak w prawo aktywujesz konkretną zgodę. Przesuwając suwak w lewo wyłączasz taką zgodę.

Gestione di ansia e gioia nell’apprendimento della lingua straniera: una questione di genere?

Data publikacji: 12.12.2025

Romanica Cracoviensia, Tom 25 (2025), Tom 25, numer 2, s. 161-175

https://doi.org/10.4467/20843917RC.25.035.22747

Autorzy

Valentina Elmetti Taşkavak
Istanbul Teknik Üniversitesi
, Turcja
https://orcid.org/0000-0003-3537-6684 Orcid
Kontakt z autorem
Wszystkie publikacje autora →

Pobierz pełny tekst

Drukuj drukuj Cytuj cytuj

Tytuły

Gestione di ansia e gioia nell’apprendimento della lingua straniera: una questione di genere?

Abstrakt

Learning foreign languages evokes contrasting emotions: anxiety (Foreign Language Anxiety, FLA) and enjoyment (Foreign Language Enjoyment, FLE), influencing students’ educational experiences. These vary by socio-cultural contexts, teaching methods, and modalities. Given that online learning has been adopted since 2020 and Turkey’s sociopolitical context, this research examines foreign language study (non-English) at Istanbul Technical University’s School of Foreign Languages. It explores the perspectives of male and female students on FLA/FLE causes, the activities that trigger each emotion, and language as a powerful instrument. This study aims to understand whether FLE remains valuable if experiences are associated more with anxiety or enjoyment, and how gender influences these emotions.

Bibliografia

Pobierz bibliografię

Alrabai Fakieh, 2015, “The Influence of Teachers’ Anxiety-reducing Strategies on Learners’ Foreign Language Anxiety, Innovation in Language Learning and Teaching, 9, DOI: 10.1080/17501229.2014.890203.

CrossRef Następne

Balboni Paolo, 2002, Le sfide di Babele: insegnare le lingue nelle società complesse, Torino: UTET libreria.

Balboni Paolo, 2008, Fare educazione linguistica, Novara: UTET.

Bárkányi Zsuzsanna, 2021, “Motivation, Self-efficacy Beliefs and Speaking Anxiety in Language MOOCs”, ReCall 33: 143–160, DOI: 10.1017/S0958344021000033.

CrossRef Następne

Burman Douglas, Bitan Tali, Booth James, 2008, “Sex Differences in Neural Processing of Language among Children”, Neuropsychologia, 46, 5, 1349–1362, DOI: 10.1016/j.neuropsychologia.2007.12.021.

CrossRef Następne

Cheng Ys, 2004, “A measure of second language writing anxiety: Scale development and preliminary validation”, Journal of Second Language Writing 4: 313–335.

Coates Jennifer, 2013, Women, Man and Language: A Sociolinguistic Account of Gender Differences in Language, London: Routledge.

Dewaele Marc, Li Chengchen, 2022, “Foreign Language Enjoyment and Anxiety: Associations with General and Domain-specific English Achievement”, Chinese Journal of Applied Linguistics 45: 32–48.

Dewaele Jean Marc, MacIntyre Peter, 2004, “The Two Faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom”, Studies in Second Language Learning and Teaching 4 (2): 237–274, DOI: 10.14746/ssllt.2014.4.2.5.

CrossRef Następne

Dionne Ginette, Dale Philip S., Boivin Michele, Plomin Robert, 2003, “Genetic Evidence for Bidirectional Effects of Early Lexical and Grammatical Development”, Child Development 74 (2): 394–412, DOI: 10.1111/1467-8624.7402005. 394–412.

CrossRef Następne

Fredrickson Barbara, 2001, “The Role of Positive Emotions in Positive Psychology: The Broaden-and-build Theory of Positive Emotions”, American Psychologist 56 (3): 218–226, DOI: 10.1037//0003-066x.56.3.218.

CrossRef Następne

Fredrickson Barbara, 2004, “Gratitude, Like Other Positive Emotions, Broadens and Builds”, (in:): The Psychology of Gratitude, Robert A. Emmons, Michael E. McCullough (eds.), New York: Oxford Academic, 144–166, DOI: 10.1093/acprof:oso/9780195150100.003.0008.

CrossRef Następne

Gawi Elsadig, 2020, “The impact of Foreign Language Classroom Anxiety on Saudi Male Students’ Performance at Albaha University”, Arab World English Journal (AWEJ) 11 (2): 258–274, DOI: https://dx.doi.org/10.24093/awej/vol11no2.18

Gkonou Christina, Dewaele Jean-Marc, Daubney Mark, 2017, New Insights into Language Anxiety: Theory, Research and Educational Implications, Bristol: Multilingual Matters.

Gregersen Tammy, 2008, “To Err is Human: A Reminder to Teachers of Language-anxious Students”, Foreign Language Annals 36 (1): 25–32.

Hewitt Elaine, Stephenson Jean, 2011, “Florigen Language Anxiety and oral Exam Performance: A Replication of Phillips’s MLJ Study”, The Modern Language Journal 96 (2): 170–198, DOI: 10.1111/j.1540-4781.2011.01174.x.

CrossRef Następne

Horwitz Elaine, Horwitz Michael, Cope Joann, 1986, “Foreign Language Classroom Anxiety”, The Modern Language Journal 70 (2): 125–132.

Kock Ned, Garza Vanessa, Rangel Miguel, 2009, “Media Naturalness Reduction and Compensatory Channel Expansion: A Study of Online and Face-to-face Sections of the Same Course”, CONF-IRM 2009 Proceedings 2, https://aisel.aisnet.org/confirm2009/2 (consultato il 21 maggio 2025).

Lewin Kurt, 2015, Principles of Topological Psychology, Mansfield Center: Martino Fine Books.

MacIntyre Peter, Gregersen Tammy, 2012, “Emotions that Facilitate Language Learning: The Positive-broadening Power of the Imagination”, Studies in Second Language Learning and Teaching 2, DOI: 10.14746/ssllt.2012.2.2.4.

CrossRef Następne

MacIntyre Peter, Ross Jessica, Talbot Kyle, Mercer Sarah, 2019, “Stressors, Personality and Wellbeing among Language Teachers”, System 82, DOI: 10.1016/j.system.2019.02.013.

CrossRef Następne

Maslow Abraham H., 1954, Motivation and Personality, New York: Harper.

Melchor-Couto Sabela, 2017, “Foreign Language Anxiety Levels in Second Life Oral Interaction”, ReCall 29: 99–119, DOI: 10.1017/S0958344016000185.

CrossRef Następne

Mohammadreza Valizadeh, 2022, “Sitcoms and EFL Learners’ Foreign Language Anxiety and Motivation for Learning”, Advances in Language and Literary Studies 13 (2): 33–41.

Ortega Lourdes, 2009, Understanding Second Language Acquisition, London: Hodder Education.

Öztürk Gokhan, Gürbüz Nurhan, 2013, “EFL Speaking Anxiety: Feelings, Teacher’s Role and Ideal Classroom for Turkish University Students”, Journal of Language and Linguistic Studies 10 (2): 1–17.

Papi Mostafa, Kahjavi Gholam, 2021, “Motivational Mechanisms Underlying Second Language Achievement: A Regulatory Focus Perspective”, Language Learning 71: 25–29.

Pekrun Reinhard, Frenzel Anne, Perry Raymond, 2007, “The Control-value Theory of Achievement Emotions: An Integrative Approach To Emotions in Education”, (in:) Emotion in Education, Paul A. Schutz, Reinhard Pekrun (eds.), Amsterdam: Academic Press, 13–36.

Reeve Johnmarshall, 2015, Understanding motivation and emotion, Hoboken: John Wiley & Sons, Inc.

Reeve Johnmarshall, Sung Hyeon Cheon, 2021, Autonomy-supportive Teaching: Its Malleability, Benefits, and Potential to Improve Educational Practice”, Educational Psychologist 56 (1): 54–77, DOI: 10.1080/00461520.2020.1862657.

CrossRef Następne

Resnik Pia, Dewaele Jean-Marc, Knechtelsdorfer Eva, 2023, “Differences in the Intensity and the Nature of Foreign Language Anxiety in In‐person and Online EFL Classes during the Pandemic: A Mixed‐methods Study”, TESOL Quarterly 57: 618–642, DOI: 10.1002/tesq.3177.

CrossRef Następne

Rogers Carl, 1961, On Becoming a Person, Boston: Houghton Mifflin.

Rogers Carl, 1973, Freedom to Learn, Belo Horizonte: Interlivros.

Seligman Martin, Csikszentmihalyi Mihaly, 2000, “Positive Psychology: An Introduction”, The American Psychologist 55: 5–14, DOI: 10.1037/0003-066X.55.15.

CrossRef Następne

Teimouri Yasser, Goetze Julia, Plonsky Luke, 2019, “Second Language Anxiety and Achievement: A Meta-analysis”, Studies in Second Language Acquisition 25 (1), DOI: 10.1017/S0272263118000311.

CrossRef Następne

TURKSTAT, 2023, International Migration Statisticshttps://data.tuik.gov.tr/Bulten/Index?p=International-Migration-Statistics-2023-53544&dil=2 (consultato il 1.12.2025).

Wahyuningsih Sri, 2018, “Men and Women Differences in Using Language: A Case Study of Students at STAIN Kudus in Indonesia”, EduLite Journal of English Education, Literature and Culture 3: 79–90.

Xie Qianqian, 2023, “Foreign Language Anxiety of College English Teachers and Their Countermeasures”, International Journal of Cognitive Informatics and Natural Intelligence 17: 1–14.

Yasnitsky Anton, 2015, “A Transnational History of “the Beginning of a Beautiful Friendship”: The Birth of the Cultural-historical Gestalt Psychology of Alexander Luria, Kurt Lewin, Lev Vygotsky, and Others”, (in:) Revisionist Revolution in Vygotsky Studies, Anton Yasnitsky, René van der Veer (eds.), London: Routledge.

Yasnitsky Anton, van der Veer René, 2015, Revisionist Revolution in Vygotsky Study, London: Routledge.

Informacje

Informacje: Romanica Cracoviensia, Tom 25 (2025), Tom 25, numer 2, s. 161-175

Typ artykułu: Oryginalny artykuł naukowy

Tytuły:

Włoski: Gestione di ansia e gioia nell’apprendimento della lingua straniera: una questione di genere?
Angielski: Managing anxiety and joy in foreign language learning: A matter of gender?

Autorzy

https://orcid.org/0000-0003-3537-6684

Valentina Elmetti Taşkavak
Istanbul Teknik Üniversitesi
, Turcja
https://orcid.org/0000-0003-3537-6684 Orcid
Kontakt z autorem
Wszystkie publikacje autora →

Istanbul Teknik Üniversitesi
Turcja
ROR ID:

 Ikona Research Organization Registry 059636586

Publikacja: 12.12.2025

Status artykułu: Otwarte __T_UNLOCK

Licencja: CC BY 4.0  ikona licencji

Udział procentowy autorów:

Valentina Elmetti Taşkavak (Autor) - 100%

Informacje o autorze:

Valentina Elmetti Taşkavak is an experienced educational leader and Italian language instructor with a strong background in multicultural environments. A passionate educator, she believes in the power of education as a tool for equality and inclusion. She holds a Postgraduate Specialization in Leadership, Management, and Gender from Roma Tre University and a Certificate in Diversity, Equity, and Inclusion in Higher Education Leadership from the University of Michigan. She also has a Master’s degree in Italian Language Teaching from the University Ca’ Foscari of Venice. She serves as General Secretary and Head of Education Commission for the Committee of Italian Residents in Istanbul and has led the Istanbul group of Lend (Lingua e Nuova Didattica) since 2017. She is fluent in Italian (native), English, French, Turkish, and Spanish, and lives in Türkiye, dividing her time between Istanbul and Izmir.

Korekty artykułu:

-

Języki publikacji:

Włoski

Gestione di ansia e gioia nell’apprendimento della lingua straniera: una questione di genere?

cytuj

Pobierz PDF Pobierz

pobierz pliki

RIS BIB ENDNOTE