https://onlinesciencepublishing.com/index.php/ajce <p>2706-6088</p> en-US Wed, 18 Dec 2024 03:12:27 -0600 OJS 3.3.0.7 http://blogs.law.harvard.edu/tech/rss 60 https://onlinesciencepublishing.com/index.php/ajce/article/view/1260 <p>Affective forecasting was originally proposed during 1990s. It was defined as the ability of predicting one’s emotional states as a reaction to future actions. The skill of affective forecasting can be particularly significant in language education settings as it includes many challenges. This skill can immeasurably affect language learners’ academic success as it can influence their motivation and their learning. Such an anticipation may hinder getting into challenges and seems to be a crucial factor for educators in language who wish to provide an environment which encourages resilience and motivation. Reviewing the literature presents the essential components and constructs of this skill. The sub skills of emotional awareness and empathy can both contribute to affective forecasting skill. Also, understanding the context plays a significant role which also entails the interpersonal communication skills. Furthermore, self-regulation as well as reflective practices further support language educators in addressing the emotional complexities that may arise in language learning classrooms. Thus, a combination of these skills can contribute to better understanding of the emotional states. In language classrooms the dynamic nature of individuals’ emotions influenced by cultural context or individual experiences is undeniable. This requires the anticipation of emotions and emotional needs of language learners. Thus, affective forecasting skill stands as a critical construct within language education to create responsive classes catering for diverse language learners with different needs.</p> Abouzar Houshmand, Zahra Zohoorian Copyright (c) 2024 https://onlinesciencepublishing.com/index.php/ajce/article/view/1260 Wed, 18 Dec 2024 00:00:00 -0600