Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe

Abstract Due to the spread of Covid-19, universities had move their courses online abruptly. This paper explores its impact on 510 European tertiary-level English as a Foreign Language (EFL) learners’ classroom emotions and analyses possible links trait emotional intelligence (TEI) learner autonomy. Statistical data gathered with web survey revealed that students rated ‘in-person’ classes significantly more enjoyable also anxiety-provoking. Overall, levels foreign language enjoyment (FLE) anxiety (FLCA) were positively correlated between both contexts. The moderate negative correlation FLE FLCA in disappeared emergency remotely taught classes. TEI autonomy correlated, linked negatively means autonomous, emotionally intelligent tend be able enjoy FL class – even so under particularly challenging circumstances. it seems learners not being physically present classrooms weakens all emotions, breaks relationship them. One explanation is disembodied have less resonance.