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Background: Second/foreign language teaching has been considered as a dialogic and interactive job in which teachers' and students' emotions and behaviors are closely connected to each other. When there is a harmonious and positive relationship between the teacher and students in the classroom, many favorable academic outcomes may emerge. A bulk of research has endorsed the power of positive emotional classroom rapport in EFL contexts. However, its role in preventing negative students' emotions like shame, as an achievement emotion, in terms of perceived control and value tasks has rarely (if any) caught scholarly attention. Objective: This study aimed to provide insights into the role of emotions in L2 education and the way students' shame can be prevented or curbed in light of a positive emotional classroom rapport. Method/Design: This article systematically reviewed the theoretical and empirical underpinnings of EFL teachers' positive emotional classroom rapport and students' shame in light of the control-value theory. Results: In this research, it was asserted that by building a positive emotional classroom rapport EFL teachers can block and even eliminate students' shame. Implications: The study offers practical implications to EFL teachers, trainers, principals, and researchers by increasing their knowledge and abilities in managing psycho-emotional mechanisms and factors and enriching interpersonal aspects of EFL education. [ABSTRACT FROM AUTHOR]

Spiritual pedagogy (SP) as a new educational theory aims to apply cultural and spiritual values in classroom practices. It has been the focus of research in different fields such as counselling, management, and science in the past decades. However, its application in second/foreign language research and practice has been widely overlooked by L2 researchers, to date. To fill this gap, the present study made an effort to provide a theoretical analysis of the conceptualizations, scientific background, benefits, and practical techniques to implement SP in the context of L2 education. In so doing, this paper suggests a number of practices through which SP can be integrated into L2 education among which positive psychology (PP) was more highlighted. Additionally, some practical implications were provided for EFL teachers, teacher trainers, students, curriculum designers, and researchers to enhance their knowledge of spirituality and education. In the end, different suggestions for future research were presented to move this research domain forward. [ABSTRACT FROM AUTHOR]

Examining and understanding the concept of effective language instruction is of major significance as regards the process of teaching and learning foreign languages. This study attempts to investigate the differences in the male and female EFL (English as a foreign language) students’ perceptions of effective language teachers. The convenient sampling technique, followed by the stratified sampling, was applied to gather the data from 25 males and 58 females (n=83). First, ten highest-mean and ten lowest-mean items were analysed to investigate the most important and the least important qualities of an effective language teacher. Afterwards, 57 independent-sample t-tests were carried out in order to find and recognize the potential differences between the particular questionnaire items as perceived by the male and female participants. The research outcomes demonstrate that the differences between the perception of the highest-mean and lowest-mean items are not considerable between the two sexes despite some detected variances. Furthermore, the statistically significant differences (p ≤ 0.05) were observed in only 9 cases out of the 57 items, which means that overall, the differences are not substantial, and the male and female students generally tend to agree on the characteristics of an effective language teacher [ABSTRACT FROM AUTHOR]

Various methods of teaching English to EFL students in Indonesia have been used to increase their language skills. However, students' English proficiency is still not satisfactory. Therefore, this paper aimed at investigating the effects of using authentic English video clips to improve listening comprehension among EFL students in Aceh, Indonesia. A quasi-experimental group design with non-randomized pretest-posttest control was employed in this study. The sample of the study were 68 second-year students of State Senior High School 4 Banda Aceh. The experimental group was treated by using authentic English video clips and the control group was taught by using audio compact disc (CD). A listening test was used as an instrument to collect data. Analysis of variance (ANOVA) was used to analyze the data collected. Results showed that the use of authentic English video clips significantly improved students' achievement in listening comprehension in comparison to those taught by using audio compact disc (CD), i.e., there was a significant difference between students who were taught by using authentic English video clips and students who were taught by using audio compact disc (CD) in terms of listening comprehension. [ABSTRACT FROM AUTHOR]