<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-4641</journal-id>
<journal-title><![CDATA[Colombian Applied Linguistics Journal]]></journal-title>
<abbrev-journal-title><![CDATA[Colomb. Appl. Linguist. J.]]></abbrev-journal-title>
<issn>0123-4641</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias y Educación de la Universidad Distrital, Bogotá Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-46412022000200219</article-id>
<article-id pub-id-type="doi">10.14483/2248708518.401</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Emotions Experienced by Secondary School Students in English Classes in Mexico]]></article-title>
<article-title xml:lang="es"><![CDATA[Emociones experimentadas por estudiantes de secundaria en clases de inglés en México]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Méndez-López]]></surname>
<given-names><![CDATA[Mariza G.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>219</fpage>
<lpage>233</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-46412022000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-46412022000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-46412022000200219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study examined the frequency of emotions experienced by 845 (F = 448, M = 397) secondary school students in the city of Veracruz, Mexico, who self-reported their experience of eight emotions included in the reference framework by Pekrun et al. while attending English as foreign language classes. The students answered the short version of the academic emotions questionnaire for Filipinos (S-AEQ-F), with the results revealing a higher frequency of hope, pride, and enjoyment, while hopelessness, anger, and boredom were reported with lower frequency levels. Although the students seem to have experienced the same emotions, a statistical difference was found for the experience of pride, anxiety, and shame by female learners. The results also indicate that female students self-reported being more proficient in English than their male counterparts. Female participants self-reported higher grades than their male counterparts, a surprising result, given that, although they reported more pride, shame, and anxiety, they also reported higher levels of achievement in English. The results of the study and its implications for language learning are also presented.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio examinó la frecuencia de emociones de 845 (F = 448, M = 397) estudiantes de secundaria en la ciudad de Veracruz, México, quienes autorreportaron su experiencia de ocho emociones incluidas en el marco referencial de Pekrun et al. mientras asistían a clases de inglés como lengua extranjera. Los estudiantes respondieron la versión corta del cuestionario de emociones para filipinos (S-AEQ-F), cuyos resultados revelaron una mayor frecuencia de esperanza, orgullo y disfrute, mientras que la desesperanza, la ira y el aburrimiento fueron reportados con niveles de frecuencia más bajos. Aunque parece que los estudiantes experimentaron las mismas emociones, se encontró una diferencia significativa en la experiencia de orgullo, ansiedad y vergüenza por parte de las alumnas. Los resultados también indican que las alumnas declararon ser más competentes en inglés que los alumnos. Las participantes autorreportaron calificaciones más altas que sus compañeros, un resultado sorprendente, dado que, aunque reportaron más orgullo, vergüenza y ansiedad, también reportaron niveles más altos de competencia en inglés. Se presentan, además, los resultados del estudio y sus implicaciones para el aprendizaje de lenguas extranjeras.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[emotions]]></kwd>
<kwd lng="en"><![CDATA[foreign language learning]]></kwd>
<kwd lng="en"><![CDATA[secondary school students]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
<kwd lng="es"><![CDATA[emociones]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de lenguas extranjeras]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de secundaria]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
</kwd-group>
</article-meta>
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<source><![CDATA[British Journal of Educational Psychology]]></source>
<year>2013</year>
<volume>83</volume>
<page-range>329-40</page-range></nlm-citation>
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</ref-list>
</back>
</article>
