The Implementation of socio-affective language learning strategies and emotional intelligence training to reduce EFL students’ speaking anxiety

dc.contributor.author	Chekaoui, Rahma
dc.contributor.author	Remache, Rayane
dc.contributor.author	Hamadouche, Mokhtar
dc.date.accessioned	2020-01-28T23:15:32Z
dc.date.available	2020-01-28T23:15:32Z
dc.date.issued	2019
dc.description.abstract	Foreign language anxiety (FLA) has been a topic of much interest and research in recent years. Due its negative impacts on language learning, especially in speaking classes, researchers in education are always trying to propose new ways to minimize foreign language speaking anxiety effects in language classrooms. The major aim of the current study is to investigate the outcomes of a combined training on socio-affective language learning strategies along with emotional intelligence (EI) skills to reduce students' foreign language speaking anxiety in oral expression courses. Accordingly, a mixed method model based on an experiment, semi-structured interview and perception cards analysis is adopted in order to	ar
dc.identifier.uri	http://hdl.handle.net/123456789/8955
dc.language.iso	en	ar
dc.publisher	University Of Oum El Bouaghi	ar
dc.subject	Learning Strategies	ar
dc.subject	Emotional intelligence	ar
dc.subject	Foreign language anxiety	ar
dc.title	The Implementation of socio-affective language learning strategies and emotional intelligence training to reduce EFL students’ speaking anxiety	ar
dc.title.alternative	the case of second year students of English at Larbi Ben M’hidi University Oum El Bouaghi	ar
dc.type	Other	ar

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