ELT lecturers’ communicative language teaching approach in directing students’ emotions in distance learning

The study investigated whether, and how, Communicative Language Teaching Approaches (CLTA) significantly influenced students’ academic emotions achievement in self-directed distance learning. participants were 76 university students Denpasar. data collected through exam results two questionnaires. Questionnaire A measured learning intentions, self-encouragement, motivation, while questionnaire B was the DASS 21. Pearson Correlation used to analyze effect of CLTA on student intention performance, their perception depression, anxiety, stress. Descriptive analysis also performed examine levels negative toward experience. quantitative showed a positive correlation between lecturers’ content-based instruction (CBI) intention, rob (0.536) rcv (0.226); communicative language teaching (CLT) correlated positively with encouragement, (0.655) task-based (TBLT) (0.671) (0.226). This means that strategy strongly encouraged decreased students' experiences emotions. revealed more intensively is applied, fewer feel depressed, better is. suggests activates affective, cognitive, conative norms even online environments.