Emotions in Second Language Poetry Writing: A Poetic Inquiry into Japanese EFL Students' Language Learning Experiences

Autor/inn/en	Iida, Atsushi; Chamcharatsri, Bee
Titel	Emotions in Second Language Poetry Writing: A Poetic Inquiry into Japanese EFL Students' Language Learning Experiences
Quelle	In: Innovation in Language Learning and Teaching, 16 (2022) 1, S.53-66 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Iida, Atsushi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2020.1856114
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; College Students; Student Attitudes; Second Language Instruction; Poetry; Student Experience; Emotional Response; Barriers; Language Usage; Language Tests; Language Teachers; Japan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Schülerverhalten; Fremdsprachenunterricht; Lyrik; Poesie; Studienerfahrung; Emotionales Verhalten; Sprachgebrauch; Language test; Sprachtest; Language teacher; Sprachunterricht
Abstract	Purpose: This poetic inquiry investigates second language (L2) learners' experiences of English language learning and examines the role of emotions in the language learning process. Design/methodology: The methodology chosen in the current study is qualitative, case-study research through which 209 English poems written by twenty-one Japanese EFL college students were coded and categorized into several thematic issues. Findings: This study reveals fourteen different thematic issues and twenty-two different emotional responses regarding their English language learning experiences. Poetry illustrated here not only expresses their positive and negative emotions but also represents their challenges, desires, hardship, and failure in their language learning journey. Originality/value: This study also exemplifies how poetry writing as a form of 'meaningful literacy' (Hanauer 2012) can transform the traditional EFL classroom and provide some pedagogical and methodological implications for L2 poetry writing in the EFL context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01