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1
Liao, Jiayu. "Reviewing Foreign Language Enjoyment with Foreign Language Learning." Journal of Education, Humanities and Social Sciences 29 (April 19, 2024): 330–37. http://dx.doi.org/10.54097/nfdrk182.
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Over the last twenty years, there has been a surge in research on happy emotions, with Foreign Language Enjoyment (FLE) emerging as a popular area of study. By means of several studies, it has been found that FLE is closely related to foreign language (FL) learning (motivation, commitment, and FLE). This paper mainly focuses on FLE in foreign language learning. Concluding from the literature foreign language enjoyment can positively and significantly predict FLE, which is impacted in the process of altering FLE by several outside as well as inside factors. In addition, the paper concludes that, on the one hand, FLE can act as a mediator with other foreign language emotions to affect FLE. On the other hand, FLE is moderated by mediating factors in the way it affects FLE. In contrast, this paper concludes that most of the researches on foreign language emotions has been conducted in terms of the relationship between internal and external variables of individuals, but it lacks the examination of the environmental dimensions and learning environments. It is hoped that future research can explore English achievement (e.g. listening, reading, writing) in more details. Simultaneously integrating language teaching methodology and information technology to investigate the new learning styles on FLE and their impact on academic English learning.
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Guo, Yi. "The Effect of Foreign Language Enjoyment on Students' Foreign Language Learning." Lecture Notes in Education Psychology and Public Media 70, no. 1 (2024): 184–89. http://dx.doi.org/10.54254/2753-7048/70/20241021.
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Abstract: Globalization has prompted educators to focus on enhancing students' foreign language proficiency rather than merely improving language test scores. Foreign Language Enjoyment (FLE) is widely recognized as a active motivational factor that can significantly enhance language performance. After integrating Positive Psychology into Language Acquisition, researchers has shown an increasing interest in FLE. Recent studies underscore the role of FLE as a valuable element in the process and outcomes of foreign language learning. This article investigates the impact of FLE on different aspects of foreign language acquisition, the pathways through which FLE influences learning, and the outcomes of such effects. The research method adopted is literature analysis. The findings of this study reveal that FLE impacts the learning process by fostering direct affective motivation, enhancing self-confidence, promoting both cognitive and affective engagement, and facilitating dynamic interactions at both individual and group levels. Additionally, FLE influences learning outcomes by mitigating the interference of negative emotions, improving language proficiency, and establishing mediating variables that connect other psychological factors to foreign language performance. These insights highlight the importance of creating positive learning environments and experiences, which can significantly enhance students' FLE and engagement, thereby improving the effectiveness of foreign learning and overall language performance.
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Xiao, Junling, and Yushen Zhang. "Exploring the Effect of Language-related Academic Emotions on Foreign Language Achievement: A Systematic Review and Meta Analysis." International Journal of English Language Studies 6, no. 2 (2024): 43–56. http://dx.doi.org/10.32996/ijels.2024.6.2.7.
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Language-related academic emotions, especially foreign language anxiety (FLA) and foreign language enjoyment (FLE) have been widely explored, and foreign language boredom (FLB) has gradually attracted more and more attention. Previous research has examined the relationship between language-related academic emotions (FLE, FLA, and FLB) and language performance, but the findings have been inconsistent. By synthesizing the existing literature, we aim to provide a clearer understanding of the relationship between these emotions and language performance. Thirty-nine studies with 130 independent samples from 9 countries and 91,405 participants were included in our meta-analysis. The results show that FLE has a positive impact on foreign language achievement(r=0.339), while FLA and FLB have negative impacts (r=-0.259 and r=-0.288, respectively). FLE emerges as the most significant factor affecting foreign language achievement. Subgroup analyses and meta-regression analysis were performed to examine potential moderators, revealing that age and linguistic differences do not have a significant impact on this relationship, but education level and the type of achievement measure play a crucial role in mediating the effects of FLE and FLA on language achievement. The findings provide evidence for the effectiveness of language-related emotions on language achievement and have important implications for language learning research and practice.
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Botes, Elouise, Jean-Marc Dewaele, and Samuel Greiff. "Taking stock: A meta-analysis of the effects of foreign language enjoyment." Studies in Second Language Learning and Teaching 12, no. 2 (2022): 205–32. http://dx.doi.org/10.14746/ssllt.2022.12.2.3.
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Studies examining the positive emotion of foreign language enjoyment (FLE) have recently increased exponentially, as researchers are applying the tenets of positive psychology in applied linguistics. It is therefore an appropriate time to take stock of the current literature and conduct a preliminary meta-analysis. The relationships between FLE and four variables, namely, foreign language anxiety (FLA), willingness to communicate (WTC), academic achievement, and self-perceived achievement were examined. A total of k = 96 effect sizes were analyzed with an overall sample size of N = 28,166 in random-effects models with correlation coefficients. There was a moderate negative correlation between FLE and FLA. In turn, moderate positive correlations were found between FLE and WTC, FLE and academic achievement, and FLE and self-perceived achievement. These positive associations confirm the value of FLE in FL learning and further affirm the need for researchers to examine positive psychology constructs in the foreign language classroom.
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Botes, E’Louise, Jean-Marc Dewaele, and Samuel Greiff. "The Power to Improve: Effects of Multilingualism and Perceived Proficiency on Enjoyment and Anxiety in Foreign Language Learning." European Journal of Applied Linguistics 8, no. 2 (2020): 279–306. http://dx.doi.org/10.1515/eujal-2020-0003.
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AbstractThe study examines whether already knowing several languages and feeling proficient in a new foreign language (FL) has an effect on positive and negative emotions during the learning. The emergence of positive psychology in language acquisition studies has led to the examination of positive emotions in the FL learning process, such as Foreign Language Enjoyment (FLE). FLE is a positive emotional state where psychological needs are met and was introduced as the positive emotion counterpart to the oft studied negative emotion, Foreign Language Anxiety (FLA). A international sample of 1622 FL learners were analysed utilising multivariate tests of variance, examining the level of multilingualism and the level of self-perceived FL proficiency as independent variables, with FLE and FLA as dependent variables. Results indicated a very small, but statistically significant interaction effect between the level of multilingualism and self-perceived FL proficiency on the FLA of the language learner, but not on FLE. In addition, higher levels of multilingualism were associated with higher levels of enjoyment and lower levels of anxiety in FL learners. In turn, more self-perceived proficient FL learners indicated higher levels of enjoyment and lower levels of anxiety. Although effect sizes were in some cases very small, the results do indicate the benefits multilinguals and higher proficiency FL learners have when learning a FL.
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Khan, Shahzad Dilshad, Lubna Ali Mohammed, and Muhammad Mustafa. "How enjoyment affects English acquisition and anxiety for university students: An analytical study." Journal of Language and Pragmatics Studies 3, no. 1 (2024): 43–52. http://dx.doi.org/10.58881/jlps.v3i1.41.
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One of the main aims of foreign language (FL) teaching is to prepare students to speak the target language. Therefore, teachers need to help students develop communication skills. However, this ability only sometimes leads to theforeign language anxiety (FLA). The study aims to analyze the counter-effect of enjoyment of a foreign language (FLE) on the relationship between anxiety and the acquisition of English as a foreign language among university students. A quantitative research method is used to identify the relationship between foreign languages and anxiety. The expected results shown negative impact of enjoyment of a foreign language on anxiety, a negative impact of acquiring a foreign language(AFL) on anxiety, and a positive relationship between FLE and efficiency. The expected findings posited that anxiety is a negative emotion in psychology as it destroys students’ mental health to learn a foreign language. On the other hand, positive emotions contribute to student well-being and increase student motivation and the learning language process.
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Chen, Yu, Chuchu Chen, and Siqi Liu. "Foreign language enjoyment and foreign language classroom anxiety among Chinese learners of German." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. VIII (November 15, 2023): 115–31. http://dx.doi.org/10.30827/portalin.viviii.29242.
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This study examines both the foreign language enjoyment (FLE) and the foreign language classroom anxiety (FLCA) of 201 Chinese university students of non-German majors who were learning the German language. A questionnaire based on the FLE scale and the FLCA scale was employed to examine the participants’ classroom emotions as well as other learner- and teacher-related variables. Participants reported a higher level of FLE than FLCA, with these two emotions being negatively correlated. Also, regression analysis showed that FLE can be strongly predicted by teacher-related variables, while FLCA is predicted by learner-related variables. Moreover, qualitative analysis of the open-ended questions in the questionnaire showed that learners’ FLE in the German classroom was boosted by their sense of achievement in learning a new language and frequent interaction between the participants and their teachers and classmates. At the same time, the relatively high demands of German language learning and frequent exams resulted in higher FLCA. The findings suggest that teachers could organize diverse classroom activities and integrate more culture-related content to enhance their students’ FLE. Meanwhile, they could also adopt more flexible methods of assessment and provide clearer instructions thereon to help students to be more prepared, thereby ameliorating their FLCA. FUNDING INFORMATION. This study was supported by the National Social Science Fund of China (Grant No. 19WZXB011) and the Humanities and Social Sciences Youth Foundation of the Ministry of Education of China (Grant No. 22YJC740047).
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Liu, Yi. "How to Promote High-school Students’ Foreign Language Enjoyment in Reading Class." Frontiers in Sustainable Development 4, no. 5 (2024): 141–45. http://dx.doi.org/10.54691/2dwqh007.
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Scholarly attention for Foreign Language Enjoyment (FLE) has sharply increased in recent years for its role in facilitating language learning as well as promoting language learners’ well-being. FEL is closely related to learners’ language proficiency. However, there is few studies about some specific language skills, especially reading skills. Therefore, this study mainly discussed the importance of FLE for reading, influencing factors of FLE, and the measures taken to promote high-school students’ FLE in reading class. Through literature research method, the study found out that there is a positive correlation between FLE and reading proficiency. FLE is affected by multiple factors such as individual learners and external environment. It can take measures from teaching content, teaching activity and teaching skill and device to promote FLE in reading class. The measures mainly include: providing diversify reading materials, incorporating games and competitions, celebrating reading achievements, integration of technology and creating a positive learning environment. The research finding can provide beneficial insights for teachers to construct a positive foreign language classroom environment.
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Mierzwa, Ewelina. "Foreign Language learning and teaching Enjoyment: Teachers’ Perspectives." Journal of Education Culture and Society 10, no. 2 (2019): 170–88. http://dx.doi.org/10.15503/jecs20192.170.188.
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Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers.
 Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data.
 Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom.
 Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.
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Cao, Xi, and Yu Fu. "Review on Foreign Language Enjoyment and Its Pedagogical Implications." International Journal of Linguistics 14, no. 2 (2022): 17. http://dx.doi.org/10.5296/ijl.v14i2.19392.
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This paper aims to review empirical and theoretical studies on foreign language enjoyment (FLE) and their application in language education research. Under the framework of positive psychology, this paper introduces the underlying dimensions and main tenet of FLE. Then it takes a closer look at how individual and social variables influence FLE. Subsequently, potential theoretical and pedagogical implications are provided. In the end, the limitations of studies in this domain are indicated, and suggestions for future studies are provided to extend the boundaries of the researches of FLE.
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Nguyen, Van Thang, and Thi Thu Hoai Tran. "THE IMPACTS OF POSITIVE EMOTIONS ON ENGLISH LANGUAGE LEARNING AT THANH DONG UNIVERSITY." VNU Journal of Foreign Studies 40, no. 6 (2024): 132–51. https://doi.org/10.63023/2525-2445/jfs.ulis.5241.
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This action research, grounded in Fredrickson and Cohn's (2008) Broaden-and-Build Theory of positive emotions (PE), investigates the impacts of PE on English Language Learning (ELL) in a language learning context, particularly the relationship between PE, foreign language enjoyment (FLE), and language proficiency. It employs a mixed-methods approach, integrating interventions involving mindfulness practices, collaborative learning strategies, and the integration of gamified elements. The study utilizes various data sources, including a Foreign Language Enjoyment (FLE) questionnaire adapted from Dewaele and MacIntyre (2014), reflective emotion journals, and language proficiency tests. Findings reveal that fostering PE, such as creativity, social interaction, and supportive teaching, contributes significantly to foreign language enjoyment. Moreover, the correlation between FLE and language proficiency underscores the potential benefits of interventions aimed at cultivating PE. This research advocates for pedagogical approaches that prioritize the promotion of PE within the language learning context, ultimately enhancing both enjoyment and proficiency.
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Barrios, Elvira, and Irene Acosta-Manzano. "Foreign Language Enjoyment and Subjective Happiness in Spanish Adult Learners." Journal of Language and Education 8, no. 2 (2022): 66–79. http://dx.doi.org/10.17323/jle.2022.13506.
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Background. Research interest in FLE and its associated factors has increased in recent years, especially regarding learner-internal factors. Happiness could potentially be one of the predictors of FLE.
 Purpose. This study aimed to investigate the link between foreign language enjoyment (FLE) and a measure of subjective happiness (SH).
 Methods. A total of 594 adult foreign language learners aged 16 to 72 participated in the study. Ten items extracted from the FLE scale and the SH scale translated and validated into Spanish were used to gather the data.
 Results. With a significant 3.6% shared variance between FLE and SH, the study found that participants with higher scores on FLE have higher scores on SH. However, the percentage of shared variance found is considerably higher for different subgroups (e.g., 6.7% for the older adolescent group and 10% for mature and senior adults). The results suggest that the relationship between personality variables and FLE may differ depending on learner-internal factors such as age, gender, competence level and foreign language.
 Implications. The study opens a new line of research into the interaction between FLE and happiness, and factors affecting it with a sample that, due to the wide range of participant ages and the number of participants beyond their twenties, is more representative of the adult foreign language learner population than is usually the case in studies of FLE.
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DEWAELE, JEAN-MARC, Maria Sanz Ferrer, IMAN KAMAL AHMED, and ALFAF ALBAKISTANI. "Does multilingualism affect foreign language classroom anxiety and foreign language enjoyment?" Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. IX (January 25, 2024): 13–29. http://dx.doi.org/10.30827/portalin.viix.29895.
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Multilingual foreign language learners have been found to typically experience less Foreign Language Classroom Anxiety (FLCA) and more Foreign Language Enjoyment (FLE) than their less multilingual peers. Since most existing research was based on single databases, authors had to be careful to avoid sweeping generalisations about the positive effect of multilingualism. In order to increase validity, the current paper will investigate the link between the degree of multilingualism and two learner emotions using three different existing databases that contained relevant data but where multilingualism was not part of the research questions in the subsequent papers. Participants who contributed to the first database were 360 FL learners in a Kuwaiti university, the second database included data from 502 English Foreign Language (EFL) learners in secondary schools and universities in Morocco, and the third database included data from 181 pre-teen EFL learners in secondary schools in France. Separate statistical analyses of the three databases confirmed that multilingualism was linked to significantly higher FLE in all three databases and to lower FLCA in two out of the three databases. This suggests that knowing more languages contributes to more positive and fewer negative emotions in the FL class.
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Zhang, Xiaohua, Fan Li, Wen Liu, and Ping Wu. "The impact of foreign language enjoyment and engagement on students’ learning outcome." Journal of Infrastructure, Policy and Development 9, no. 1 (2025): 10529. https://doi.org/10.24294/jipd10529.
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The study investigates the role of foreign language enjoyment (FLE) and engagement in the context of English language learning among Chinese students, emphasizing the significance of positive emotions in enhancing academic success. Utilizing a sample of 249 students majoring in international trade, the research employs the foreign language enjoyment scale to count their enjoyment level and foreign language engagement scale to assess various dimensions of student engagement, including cognitive, emotional, behavioral, and social engagement. By conducting regression analysis, the findings reveal that FLE positively influencing learners’ learning outcome while engagement doesn’t pose significant impact on their learning outcome. The study highlights the importance of fostering positive emotions in educational settings to improve language learning outcomes and suggests that understanding the interplay between FLE and other affective factors can lead to more effective teaching strategies in foreign language education.
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Shi, Lanyu. "A Review of Research on Foreign Language Enjoyment in Second Language Learning." Lecture Notes in Education Psychology and Public Media 62, no. 1 (2024): 57–62. http://dx.doi.org/10.54254/2753-7048/62/20241726.
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Positive psychology (pp) is a branch of human psychology that specialises in the study of methods to evoke positive psychological dispositions in people. It advocates a focus on mental health and emotional experience, and on the well-being of people's lives. Pp was introduced to the field of second language acquisition around 2012. The past decade has seen a surge in research and discussion surrounding the emotions experienced by English language learners. Two of the most prominent emotions are foreign language anxiety and foreign language enjoyment (FLE). This study employs a literature analysis to investigate the influence of FLE on second language acquisition. The findings indicate that the degree of FLE experienced by different research subjects varies and that these emotions are correlated with foreign language anxiety. Finally, this study demonstrates How positive emotions affect the acquisition of foreign language proficiency and performance. The primary focus of the study is the influence of FLE on students' SLA abilities. This is a significant area of research that offers valuable insights for educators seeking to create positive learning environments in the English classroom.
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Dewaele, Jean-Marc, and Mateb Alfawzan. "Does the effect of enjoyment outweigh that of anxiety in foreign language performance?" Studies in Second Language Learning and Teaching 8, no. 1 (2018): 21–45. http://dx.doi.org/10.14746/ssllt.2018.8.1.2.
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Interest in the effect of positive and negative emotions in foreign language acquisition has soared recently because of the positive psychology movement (Dewaele & MacIntyre, 2014, 2016; MacIntyre, Gregersen & Mercer, 2016). No work so far has been carried out on the differential effect of positive and negative emotions on foreign language performance. The current study investigates the effect of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on foreign language performance in a group of 189 foreign language pupils in two London secondary schools and a group of 152 Saudi English as a foreign language learners and users of English in Saudi Arabia. Correlation analyses showed that the positive effect of FLE on performance was stronger than the negative effect of FLCA. In other words, FLE seems to matter slightly more than FLCA in foreign language (FL) performance. Qualitative material collected from the Saudi participants shed light on the causes of FLCA and FLE and how these shaped participants’ decisions to pursue or abandon the study of the FL.
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Wang, Congyao. "Impact of classroom activity types on academic emotions in second language learners: a study on enjoyment and boredom." Journal of Education and Educational Policy Studies 3, no. 2 (2025): 35–45. https://doi.org/10.54254/3049-7248/2025.22326.
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This study explores how classroom activity types shape enjoyment and boredom among Chinese university students in foreign language learning over a four-week period, as well as the relationship between these emotions and academic achievement, based on Control-Value Theory. Using a mixed-methods approach, data was collected from 65 second-year students, measuring emotions through five-point Likert scale questionnaires after each class, gathering 846 questionnaires, each corresponding to a specific Classroom Activity Type (CAT), and supplemented by open-ended questionnaires. Academic achievement was assessed through pre-test and post-test evaluations at the beginning of the study and after 13 weeks. Results show a significant negative correlation between Foreign Language Enjoyment (FLE) and Foreign Language Boredom (FLB). Traditional activities such as practice exercises and teacher lectures were associated with lower FLE and higher FLB, while interactive activities such as teamwork, student presentations, and multimedia use were associated with higher FLE and lower FLB. Interestingly, these emotional experiences had no significant predictive value for academic achievement after 13 weeks, but students often perceived boring activities as useful, suggesting a potential disconnect between emotional experiences and perceived value. These findings emphasize the importance of designing engaging classroom activities to enhance enjoyment and alleviate boredom, providing valuable insights for educational practice and policy.
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Durmuş, Rabia İrem, and Nalan Kızıltan. "Investigating the Freshmen's Anxiety and Enjoyment through Online Speaking Skills Courses." Journal of Education and Future, no. 27 (February 13, 2025): 107–20. https://doi.org/10.30786/jef.1404254.
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This quantitative research investigated freshmen’s Foreign Language Enjoyment (FLE) and Foreign Language Speaking Anxiety (FLSA) through online speaking skills courses in order to promote the quality of online foreign language speaking skills courses by determining hindering and facilitating factors. The present research sample consists of 722 participants from 33 universities’ English Language Teacher Education Programs. It was reached that a significant negative correlation was found between FLE and FLSA. In terms of gender, no significant correlation was found between participants’ gender and their FLE and FLSA. When the region variable effect on FLE and FLSA was analyzed, a significant correlation was detected between regions where the participants’ universities were placed and FLE and FLSA. The analysis also revealed that there was a significant correlation between the degree of plurilingualism and FLE and FLSA. Furthermore, a significant correlation was found between the perceived level of English proficiency and FLE and FLSA which showed that a higher perceived proficiency level was positively correlated with a higher FLE level and vice versa. Moreover, a significant correlation was revealed between speaking skills classroom environment preferences for speaking skills courses and FLE and FLSA; the ones with online classroom preference instead of face-to-face classroom showed higher FLE. In line with the results, pedagogical implications were offered.
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Bensalem, Elias. "Classroom enjoyment and anxiety among Saudi undergraduate EFL students: does gender matter?" Vigo International Journal of Applied Linguistics, no. 18 (January 18, 2021): 9–34. http://dx.doi.org/10.35869/vial.v0i18.3363.
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 The current study was motivated by recent interest in the effect of positive and negative emotions in the context of foreign language learning resulting from the rise of the positive psychology movement (Dewaele & MacIntyre, 2016; MacIntyre & Mercer, 2014). It examines the construct of foreign language enjoyment (FLE) and its relationship with foreign language classroom anxiety (FLCA) among a group of 487 English as a foreign language (EFL) students (340 females, 147 males) enrolled in public universities in Saudi Arabia. A measure of FLE based on Likert scale ratings of ten items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on eight items extracted from the FLCAS (Horwitz et al., 1986) were used. Male and female students had the same levels of FLE and FLCA. Correlation analysis showed that the relationship between students’ FLE and FLCA was significantly negative. Qualitative analysis of the participants’ learning experiences revealed the causes of FLCA and FLE among Saudi EFL learners.
 
 
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Wang, Zheng. "Psychological factors and production behaviors of Chinese undergraduate EFL learners." PLOS ONE 18, no. 7 (2023): e0288014. http://dx.doi.org/10.1371/journal.pone.0288014.
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Psychological factor have received much attention in education research. The present mixed-methods study focuses on the effect of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) on production behaviors among 182 Chinese English as a foreign language (EFL) learners in FL teaching classes. The major findings are as follows: (1) Chinese university students prefer written production behaviors to oral ones, and personal or pair-work oral practice to onstage oral demonstrations due to foreign language classroom anxiety (FLCA); (2) gender does not affect foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), or production behaviors; (3) language competence or test scores did not directly affect students’ decisions to speak English or not; (4) Team cooperation, classroom atmosphere, attitude towards English, and interesting materials mediated FLE and FLCA, thus affecting the students’ readiness for language output or production behaviors. Of these above-mentioned variables, team cooperation and classroom atmosphere are two most important factors in enhancing positive emotion and production behaviors. The implications of the study are to help teachers optimize their classroom activities o harness the emotions of learners, boost their FLE and lower their FLCA, and improve their willingness to speak a foreign language.
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Xuan, Yutong. "Longitudinal Examination of Foreign Language Enjoyment and Academic Self-efficacy: Latent Growth Modeling." Journal of Educational Research and Policies 6, no. 11 (2024): 48–55. https://doi.org/10.53469/jerp.2024.06(11).11.
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This study examines the developmental trajectories of foreign language enjoyment (FLE) and academic self-efficacy (ASE), and their interaction across four times points among 78 foreign language learners. The results indicate that: FLE and ASE significantly increased over time. Higher initial level of FLE was associated with a slower rate of increase, both showing significant individual variations. The later development of ASE was not affected by its changing rate, but both manifested significant individual variations. FLE and ASE positively predicated each other in the initial two stages, but this effect did not persist into the later stage. The findings contribute to promote a dynamic turn in emotion and efficacy research and offer insights for foreign language teaching.
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Xiaoman, Song. "Approaching Foreign Language Enjoyment (FLE) through Teacher Verbal Immediacy: A Case from Grade-6 Primary Students in Jiangsu, China." Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 4, no. 2 (2025): 47–61. https://doi.org/10.62718/vmca.pr-ijetas.4.2.sc-0125-022.
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This study examines the impact of instructor verbal immediacy on primary school students' foreign language enjoyment (FLE), highlighting its significance in cultivating pleasant emotions and augmenting motivation in language acquisition. The research utilized a mixed-methods approach to examine data from 100 sixth-grade students and two English instructors in Jiangsu Province, China, applying the Foreign Language Enjoyment Scale (FLES), classroom observations, and the rapport-management model. Research demonstrates that educators exhibiting high verbal immediacy—evidenced by initiating dialogues, providing feedback, and employing humor—substantially enhance students' Foreign Language Enjoyment (FLE) across four dimensions: illocutionary, discourse, participation, and stylistic. Quantitative study indicated that students instructed by educators with elevated verbal immediacy scores reported increased levels of FLE, but qualitative data underscored the significance of interactive and engaging pedagogical methods. The research finds that instructor verbal immediacy cultivates positive teacher-student connections, increases classroom engagement, and boosts students' pleasure of foreign language acquisition. These findings augment the literature by filling gaps in primary school EFL environments and offer pragmatic methods for educators to improve teaching efficacy. The paper recognizes limitations, such as the small number of participants and geographical emphasis and suggests future research to investigate varied demographics and the evolving nature of FLE over time.
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Li, Xiaoxin. "Exploring the Direct Effect of Foreign Language Enjoyment on Expectancy-value Motivation and Indirect Effect on English Competence." Lecture Notes in Education Psychology and Public Media 31, no. 1 (2023): 1–8. http://dx.doi.org/10.54254/2753-7048/31/20231404.
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This study is to examine correlations between foreign language enjoyment (FLE), expectancy-value enjoyment, and English competence of Chinese university students. A questionnaire was used to collect information from 74 Chinese non-English major college students about their FLE, expectancy-value motivation, and their English competence. According to the findings, the mean FLE of Chinese university students is 5.491, showing moderate to high levels of FLE, and the teacher factor is the highest scoring dimension (the mean is 5.982). The teacher appreciation and social environment (the mean is 5.428) are more prominent than the personal enjoyment factor (the mean is 5.065). Besides, in the expectancy-value motivation dimension, achievement value and utility value are most prominent. As far as the relationship between FLE and expectancy-value motivation of Chinese university students is concerned, the results show a significant positive relationship between the two (except for cost value), thus indicating that FLE increases with motivation. Specifically, FLE has the most significant positive relationship with intrinsic value and expectancy beliefs. The Amos path analysis concludes that in the FLE dimension, personal enjoyment factors can indirectly affect students' English competence in addition to directly positively correlating with expectancy-value motivation, which highlights the important influence of personal factors on foreign language learning.
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Cai, Yicheng. "The Relationship among Chinese High School Students’ Listening Metacognitive Awareness, Foreign Language Enjoyment and Listening Performance." BCP Education & Psychology 6 (August 25, 2022): 88–97. http://dx.doi.org/10.54691/bcpep.v6i.1766.
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Although the importance of listening metacognitive awareness in foreign language listening has been widely accepted, so far, there has been little research on its relationship with foreign language enjoyment (FLE) and listening performance. Since listening is an important input language skill in the primary stage of language learning, this study examines the relationships among metacognitive awareness, FLE and listening performance of 331 Chinese senior high school students through Metacognitive Awareness of Listening Questionnaire (MALQ) and the Chinese Version of the Foreign Language Enjoyment Scale. The results demonstrate that: 1) the listening metacognitive awareness of the participants was of medium and high level; 2) the listening metacognitive awareness and listening performance were significantly correlated, and the high and low listening performance groups exhibited significant differences in listening metacognitive awareness; 3) FLE had significant positive effects on listening performance, and listening metacognitive awareness could indirectly facilitate listening performance by affecting FLE, that is, FLE had mediation effect between listening metacognitive awareness and listening performance. Pedagogical suggestions for English listening are provided.
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Wang, Zheng. "Exploring the Correlation between Foreign Language Enjoyment (FLE) and Culture Intelligence (CQ)." Journal of Higher Education Teaching 2, no. 1 (2025): 205–9. https://doi.org/10.62517/jhet.202515130.
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Cultural intelligence (CQ) enhances a person's ability to communicate and engage with people from different cultural backgrounds. As the carrier and container for culture, language is in turn influenced and shaped by culture. In this study, we collected a sample of 182 EFL learners (N = 182) from an ordinary university in Fujian Province in order to explore the correlation between foreign language learning enjoyment and CQ. Statistical analyses revealed that CQ was positively correlated with foreign language enjoyment and positive emotional state. Open-ended questions and qualitative analysis reconfirmed our quantitative results and the important role of CQ in enhancing foreign language enjoyment. The findings suggest that CQ plays a significant role in improving learner’s overall confidence, interest and psychological state in language learning. As learners engage with a foreign language, they often subconsciously enhance their intercultural awareness and CQ, which can positively affect their emotional state and contribute to a more favorable attitude toward language learning. This, in turn, can cultivate their interest in language learning by reducing stress and increasing motivation. CQ and foreign language enjoyment are interrelated and can mutually reinforce each other, creating a positive feedback loop in the language learning process. This positive feedback loop can positively affect learners’ emotional state and contribute to a more favorable psychological well-being.
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Liang, Liang. "Foreign Language Enjoyment and Engagement Among EFL Students in Selected Chinese Universities." International Journal of English Literature and Social Sciences 8, no. 4 (2023): 119–24. http://dx.doi.org/10.22161/ijels.84.20.
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This study explores the levels of foreign language enjoyment and English learning engagement among English as a Foreign Language (EFL) college students in selected Chinese universities and examine the relationship between these two factors. A survey was conducted among 552 non-English major students from five different universities in four provinces of China. Respondents generally agreed with indicators of FLE, including FLE-Private, FLE-Teacher, and FLE-Atmosphere dimensions, but their sense of accomplishment, satisfaction, and interest in EFL learning was relatively weak. The participants demonstrated active participation and enthusiasm in different aspects of English learning engagement, encompassing behavioral, emotional, cognitive, and social dimensions. This underscores the significance of considering and addressing multiple facets of engagement during the process of learning the English language. The study highlighted significant relationships between FLE and English learning engagement.
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Wu, Huashan. "Investigating Chinese university students’ foreign language enjoyment and anxiety in the EFL class." Language Learning in Higher Education 14, no. 1 (2024): 135–54. http://dx.doi.org/10.1515/cercles-2024-2003.
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Abstract Emotion research in second language acquisition has flourished under the growing influence of Positive Psychology in recent years. The present study focuses on foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 263 Chinese undergraduates in relation to learner variables as well as the sources of enjoyment and anxiety in the English class. Surveys with scales and open-ended questions were applied to collect data. Quantitative analysis revealed that learner variables, such as participants’ gender and their year of university, affected their FLCA but not FLE, while participants’ perception of their English levels was significantly linked to both FLE and FLCA. Furthermore, the uniqueness of Chinese FL learners’ FLE and FLCA was uncovered from participants’ narratives of their emotional experiences in College English class. The results of open-ended questions clarified that interesting teaching content, students’ good performance and progress, and well-designed classroom activities were effective boosters for foreign language (FL) learners’ enjoyment. Moreover, public speaking, the teacher’s random call, and peer pressure were closely related to spikes in students’ in-class anxiety. This study concluded with implications for EFL teaching, along with directions for further research.
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Dewaele, Jean-Marc, and Peter D. MacIntyre. "The two faces of Janus? Anxiety and enjoyment in the foreign language classroom." Studies in Second Language Learning and Teaching 4, no. 2 (2014): 237–74. http://dx.doi.org/10.14746/ssllt.2014.4.2.5.
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The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from the FLCAS (Horwitz, Horwitz, & Cope, 1986). Statistical analyses revealed that levels of FLE were significantly higher than those of FLCA. FLE and FLCA were linked to a number of independent variables: participants’ perception of their relative level of proficiency within the FL classroom, number of languages known, education level, number of FLs under study, age group and general level of the FL (ranging from lower-intermediate to advanced). Female participants reported both more FLE and more FLCA. Cultural background of participants also had a significant effect on their scores. Participants’ views on episodes of enjoyment in the FL class revealed the importance of teachers’ professional and emotional skills and of a supportive peer group. Many participants mentioned the moment at which they realised that their long effort in mastering an aspect of the FL paid off.
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Alshahrani, Hessa. "The correlation between Attitudes Towards Foreign Language, Enjoyment, and Anxiety in the Foreign Language Classroom for Saudi EFL Students." المجلة العربية للعلوم الإنسانية 43, no. 170 (2025): 225–52. https://doi.org/10.34120/ajh.v43i170.3115.
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The current study investigates the association between attitudes towards foreign language (FL) in Saudi classroom settings, FL Classroom Anxiety (FLCA), as well as FLE (Foreign Language Enjoyment). The effects of gender and age variables have been also examined. Participants are 235 undergraduates and graduate learners of English as a foreign language (EFL) at King Khalid University. They participated in an online survey using a Likert scale. Both a measure of FLCA based on 8 questions taken from the FLCAS (Horwitz, Horwitz, & Cope, 1986) as well as a measure of FLE on the basis of twenty-one items (Dewaele & MacIntyre, 2014) were utilized. An open-ended question on FLCA was added to provide narrative data. Statistical findings showed that there was a significant negative correlation between foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). More specifically, the results of statistical analysis showed that FLE levels were substantially greater than FLCA levels. For gender differences, female participants outperformed their male contemporaries, in terms of FLE and FLCA scale scores. Moreover, the youngest participants were statistically the least anxious and the most satisfied. Higher ratings on attitudes towards the FL were correlated with lower FLCA levels. Testimonies of participants demonstrated that teacher’s personality, and competitiveness among peers heightened their classroom anxiety. The positive attitudes impact on lowering FLCA found in this research may support teaching and learning the FL in Saudi context.
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Mierzwa, Ewelina. "THE RELATIONSHIP BETWEEN FOREIGN LANGUAGE ENJOYMENT AND GENDER AMONG SECONDARY GRAMMAR SCHOOL STUDENTS." Journal of Education Culture and Society 9, no. 2 (2018): 117–35. http://dx.doi.org/10.15503/jecs20182.117.135.
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In the context of second language acquisition, foreign language enjoyment (FLE) is a relatively new concept. For that reason, none of the few research carried out in the field thus far has been focused on whether gender might be an important determinant of either a high or a low level of FLE. Thus, the purpose of the present paper was to examine the influence of FLE on learning English as a foreign language, as well as to investigate this relationship from the perspective of gender. The results of this study revealed that there are no statistically significant differences between males and females in FLE, while such differences are found in terms of the sources of FLE each gender perceives as the most crucial ones. It has been proved that FLE increases with the level of students’ proficiency, and a high level of FLE results in students’ greater academic achievement.
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Güneş, Hilal, and Hacer Hande Uysal Gürdal. "Adaptation and Validation of Short Form of the Foreign Language Enjoyment Scale (S-FLES) into Turkish." Kuramsal Eğitimbilim 18, no. 1 (2025): 1–20. https://doi.org/10.30831/akukeg.1430196.
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With the increasing interest in Positive Psychology within the realm of L2 learning, the role of positive emotions, particularly Foreign Language Enjoyment (FLE) has garnered attention in Second Language Acquisition research (Dewaele & MacIntyre, 2014). Despite the growing interest in FLE in Turkey, the widely used Foreign Language Enjoyment Scale (FLES) has been employed without thoroughly validating its psychometric properties in the Turkish context. This study addresses this gap by psychometrically validating and adapting the Turkish version of the Short Form of the Foreign Language Enjoyment Scale (S-FLES) developed by Botes et al. (2021). The translated version was administered to 390 university-level Turkish EFL (English as a Foreign Language) students in Turkey. Results from Confirmatory Factor Analysis indicated acceptable levels of goodness of fit for the 3-factor and 9-item model, confirming the structural validity of the Turkish S-FLES. The results also demonstrated that the scale has discriminant validity and high internal consistency. With its robust psychometric properties, the validated S-FLES in Turkish can be a valuable resource for educational researchers, offering a standardized scale for investigating the factors influencing FLE in the Turkish context.
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Dewaele, Jean-Marc, and Peter MacIntyre. "Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?" Revista Brasileira de Linguística Aplicada 22, no. 1 (2022): 156–80. http://dx.doi.org/10.1590/1984-6398202218487.
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ABSTRACT The present study focused on differences in intensity of Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), and proportion of time in a state of flow among 761 English FL learners and 825 FL learners of Languages Other Than English (LOTE). Participants in the LOTE group reported significantly higher levels of FLE and a higher proportion of class time in a state of flow, as well as lower levels of FLCA than the EFL group - although the effect size was very small. This suggests that the global status and prestige of English does not mean that learners around the world enjoy the classes more, spend more time in a state of flow or experience less anxiety. The relationships between FLE, FLCA and proportion of class time in a state of flow were also found to be higher in the LOTE group, suggesting stronger emotional involvement.
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Dewaele, Jean-Marc, John Witney, Kazuya Saito, and Livia Dewaele. "Foreign language enjoyment and anxiety: The effect of teacher and learner variables." Language Teaching Research 22, no. 6 (2017): 676–97. http://dx.doi.org/10.1177/1362168817692161.
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Positive psychology has boosted interest in the positive as well as the negative emotions that Foreign Language learners experience. The present study examines whether – and to what extent – foreign language enjoyment (FLE) and foreign language (FL) classroom anxiety (FLCA) are linked to a range of learner internal variables and teacher/classroom-specific variables within one specific educational context. Participants were 189 British high school students learning various FLs. Higher levels of FLE were linked to higher scores on attitudes towards the FL, the FL teacher, FL use in class, proportion of time spent on speaking, relative standing and stage of development. Lower levels FLCA were linked to higher scores on attitudes towards the FL, relative standing and stage of development. FLCA thus seems less related to teacher and teacher practices than FLE. The pedagogical implication is that teachers should strive to boost FLE rather than worry too much about students’ FLCA.
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Maican, Maria-Anca, and Elena Cocoradă. "Online Foreign Language Learning in Higher Education and Its Correlates during the COVID-19 Pandemic." Sustainability 13, no. 2 (2021): 781. http://dx.doi.org/10.3390/su13020781.
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During the COVID-19 pandemic, the online learning of foreign languages at higher education level has represented a way to adapt to the restrictions imposed worldwide. The aim of the present article is to analyse university students’ behaviours, emotions and perceptions associated to online foreign language learning during the pandemic and their correlates by using a mixed approach. The research used the Foreign Language Enjoyment (FLE) scale and tools developed by the authors, focusing on task value, self-perceived foreign language proficiency, stressors and responses in online foreign language learning during the pandemic. Some of the results, such as the negative association between anxiety and FLE, are consistent with those revealed in studies conducted in normal times. Other results are novel, such as the protective role of retrospective enjoyment in trying times or the higher level of enjoyment with lower-achieving students. Reference is made to students’ preferences for certain online resources during the pandemic (e.g., preference for PowerPoint presentations) and to their opinions regarding the use of entirely or partially online foreign language teaching in the post-COVID period. The quantitative results are fostered by the respondents’ voices in the qualitative research. The consequences of these results are discussed with respect to the teacher-student relationship in the online environment and to the implications for sustainable online foreign language learning.
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Dewaele, Jean-Marc, and Chengchen Li. "Foreign Language Enjoyment and Anxiety: Associations With General and Domain-Specific English Achievement." Chinese Journal of Applied Linguistics 45, no. 1 (2022): 32–48. http://dx.doi.org/10.1515/cjal-2022-0104.
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Abstract Recent research has confirmed the predictive effect of general foreign language (FL) achievement on Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA). However, few studies have examined the effect of domain-specific language achievement in shaping FL learning emotions. The present study thus aims to examine how FLE and FLCA are linked to overall FL achievement and self-perceived achievement in six different domains across listening, speaking, reading, writing, vocabulary, and grammar. A total of 1, 415 Chinese senior secondary students participated in the questionnaire survey. Regression analyses showed that 1) both FLE and FLCA were predicted more by self-perceived general English proficiency, while less by actual English achievement; 2) perceptions of speaking and grammar competence were significant predictors of both emotions; 3) perceived reading competence predicted FLE significantly but not FLCA; and that 4) perceptions of listening, writing, and vocabulary competence predicted neither FLE nor FLCA. The implication is that domain-specificity should be taken into consideration in future explorations of FL emotions.
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Resnik, Pia, and Christine Schallmoser. "Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment." Studies in Second Language Learning and Teaching 9, no. 3 (2019): 541–64. http://dx.doi.org/10.14746/ssllt.2019.9.3.6.
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This paper reports on crossing borders virtually via an e-Tandem scheme and presents the findings of a study, in which students of English from an Austrian university were paired with students of German from the UK and the USA. Drawing on data from 19 in-depth interviews, the study aims to identify links between e-Tandem language learning and foreign language enjoyment (FLE) (Dewaele & MacIntyre, 2014, 2016). A category-based qualitative text analysis (Kuckartz, 2014) revealed that a majority of the interviewees felt e-Tandem language learning contributed to their FLE. Furthermore, a range of reasons underlying students’ perceived enjoyment of learning a language in Tandem emerged: having authentic conversations in the target language with L1 (first language) users (Dewaele, 2018), perceiving each other as cultural mediators and a difference from language classroom contexts on the level of power relations, which made students feel more at ease. Helping each other, receiving one-on-one feedback and perceiving improvement in their linguistic mastery were furthermore mentioned as factors they felt boosted their enjoyment and so was developing friendships with L1 users. According to the interviewees, these aspects specifically increased their interest and enjoyment in using and learning the language and their eudaimonic happiness. The findings demonstrate that e-Tandem language learning can be a resource to enhance perceived enjoyment in foreign language learners at tertiary level and they illustrate that social and private components of FLE seem to be interlinked.
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Aljasir, Nouf. "Unveiling the Dynamics: A Mixed-Methods Exploration of the Interplay Between Foreign Language Enjoyment, Risk-Taking, and Oral Corrective Feedback Preferences in English as a Foreign Language Classrooms." Journal of Educational and Social Research 14, no. 6 (2024): 60. http://dx.doi.org/10.36941/jesr-2024-0157.
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This exploratory mixed-methods study examined the relationships between foreign language enjoyment (FLE), risk-taking (RT), and oral corrective feedback (OCF) preferences among learners of English as a foreign language (EFL). Employing a triangulated research design, the study integrated quantitative data from a structured online questionnaire with qualitative insights from semi-structured interviews and reflective journals. The sample consisted of 523 Saudi students enrolled in a one-year preparatory program at a major public university in Saudi Arabia. The findings indicated a significant positive correlation between FLE and RT, which suggested that greater enjoyment in language learning was associated with increased willingness to engage in linguistic RT. The results also showed that the learners had moderate preferences for all types of OCF, with no single predominant method. Additionally, the study revealed that the learners’ preferences for specific types of OCF significantly influenced both their enjoyment and RT behavior. Gender differences were observed not only in FLE and RT but also in the OCF preferences, with the female learners exhibiting a stronger inclination toward interactive and participatory feedback forms. Furthermore, the study underscored the significant impact of FLE on English language proficiency, thereby affirming that greater enjoyment correlated with higher exam scores. The study offers pedagogical recommendations derived from its findings aimed at improving both the experience and outcomes of language learning. Received: 30 May 2024 / Accepted: 31 August 2024 / Published: 05 November 2024
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Jiang, Yahan. "How to Improve the High School Students' Foreign Language Enjoyment?" Frontiers in Science and Engineering 4, no. 9 (2024): 151–57. http://dx.doi.org/10.54691/pqtjrk17.
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Foreign language enjoyment (FLE) has been the cornerstone of the recent positive psychology in foreign language (FL) learning movement. Introduced by Dewaele and MacIntyre (2014), FLE can be defined as a broad positive emotion experienced by FL learners when their psychological needs are met in the FL classroom. It represents the first foray into quantifying positive emotions in FL research since it was introduced in 2014. In recent years, many scholars have linked positive psychology with education and teaching to explore the impact of positive psychology on students' learning. As a language, English can be used not only to communicate but also to express feelings and thoughts. Highschool English teaching should not only let students master the basic language knowledge and skills, but also cultivate students' emotional values. However, high school English teaching has the characteristics of boredom, complexity and comprehensiveness, so many students show negative emotions in learning, and some students even have psychological problems. Therefore, the author in this study puts forward some ways to improve the FLE according to the characteristics of high school English.
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Situmorang, Lidya Cristina Febriani, Ni Made Ratminingsih, and Ni Wayan Surya Mahayanti. "A Literature Review: Foreign Language Enjoyment Using Game-Based Learning (Wordwall) For Student Engagement And Speaking Proficiency." Jurnal Locus Penelitian dan Pengabdian 4, no. 6 (2025): 2707–14. https://doi.org/10.58344/locus.v4i6.4448.
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This literature review explores the intertwined roles of Foreign Language Enjoyment (FLE), game-based learning (GBL), student engagement, and speaking proficiency in the context of foreign language education. FLE has emerged as a vital affective factor that enhances language acquisition by fostering positive emotions. Game-based learning tools, especially Wordwall, have been shown to increase classroom engagement and reduce speaking anxiety by providing interactive and learner-centered experiences. The review summarizes the advantages of incorporating Wordwall into language learning, particularly in developing vocabulary and encouraging speaking practice. Additionally, it explores how enjoyment facilitates deeper engagement—behavioral, emotional, and cognitive—ultimately contributing to improved speaking proficiency.
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Dewaele, Jean-Marc, and Kazuya Saito. "Are enjoyment, anxiety and attitudes/motivation different in English foreign language classes compared to LOTE classes?" Studies in Second Language Learning and Teaching 14, no. 1 (2024): 171–91. http://dx.doi.org/10.14746/ssllt.42376.
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The current study focuses on the effect of the target language on learner emotions and attitudes/motivation. More specifically, it investigates whether the status and prestige of English results in more positive learner emotions and attitudes/motivation compared to less prestigious languages other than English (LOTE). Statistical analyses of a database of 360 students in an English-speaking university in Kuwait enrolled in English, German, Spanish and French as foreign language classes revealed that the LOTE learners (who also knew English) reported significantly more foreign language enjoyment (FLE), equal levels of foreign language classroom anxiety (FLCA) and – surprisingly – lower levels of attitudes/motivation than their peers studying English. Due to confounding variables, it is impossible to establish the cause of the difference with certainty, but this outcome does show that a stronger motivation to study English does not necessarily translate into more enjoyment in class. In other words, while FLE and attitudes/motivation typically correlate, they are independent concepts.
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Zheng, Songyun, and Xiang Zhou. "Enhancing Foreign Language Enjoyment through Online Cooperative Learning: A Longitudinal Study of EFL Learners." International Journal of Environmental Research and Public Health 20, no. 1 (2022): 611. http://dx.doi.org/10.3390/ijerph20010611.
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This study examines university students’ foreign language enjoyment (FLE) in an online cooperative learning (CL) context and explores, taking a positive psychology approach, how and why CL may shape FLE. To this end, 98 Chinese university students studying English as a foreign language (EFL) were assigned into experimental (n = 49) and control groups (n = 49). Both groups completed a short-form foreign language enjoyment (FLE) scale before and after a 3-month intervention. The students in the experimental group were assigned with tasks that needed to be accomplished by teamwork. Moreover, each team was also requested to reflect upon their cooperation experiences and to self-assess their performance of these tasks. The results show that the overall FLE of the experimental group increased remarkably, whereas that of the control group fluctuated considerably. Furthermore, analyses of experimental group students’ self-appraisal comments revealed that students with pleasant cooperation experiences usually experience high FLE, give satisfactory marks on their performance, and feel confident about achieving better FL performance in the future. The findings and implications provide meaningful insights into how online FLE can be boosted through CL so as to promote positive mental health of students in a technology-assisted language learning (TALL) context.
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Zheng, Songyun, and Xiang Zhou. "Positive Influence of Cooperative Learning and Emotion Regulation on EFL Learners’ Foreign Language Enjoyment." International Journal of Environmental Research and Public Health 19, no. 19 (2022): 12604. http://dx.doi.org/10.3390/ijerph191912604.
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This study approaches foreign language enjoyment (FLE) through the lenses of positive psychology, and in particular, examines how enjoyment is affected by emotion regulation (ER) and two factors concerning cooperative learning (CL) in a classroom climate, namely positive goal interdependence (PGI) and peer personal support (PPS). To achieve this goal, 115 Chinese university freshmen (male 47; female 68) aged between 18 to 20 (M = 18.69; SD = 0.65) were invited to complete a questionnaire. Regression analyses revealed a clear three-factor structure determining the FLE of students learning English as a foreign language (EFL), which are ER, PGI that highlights cooperation, and PPS that emphasizes the interpersonal relationship between peers. It also showed that PGI and PPS significantly influence each other while positively and jointly shaping FLE. The findings suggest that university EFL students with higher ER abilities are more likely to obtain enjoyment in the learning process and that positive interdependence and interpersonal support during CL also play an effective role in deciding students’ FLE. The study not only confirms the importance of ER and CL which may lead to high-level learning enjoyment, but also provides practical implications for the realization of an enjoyable second language acquisition (SLA) experience.
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Kruk, Mariusz, Mirosław Pawlak, Tahereh Taherian, Erkan Yüce, Majid Elahi Shirvan, and Elyas Barabadi. "When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation model." Studies in Second Language Learning and Teaching 13, no. 1 (2023): 39–69. http://dx.doi.org/10.14746/ssllt.37174.
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In a dynamic system, time-dependent links between affective factors can provide more information than the level of response within a single isolated system. In the present study, influenced by the positive psychology movement and the complex dynamic systems theory in the domain of second language acquisition, first, we dealt with change in terms of short-term dynamics and long-term trajectories of foreign language enjoyment (FLE), foreign language boredom (FLB), and foreign language playfulness (FLP) in a sample of 636 learners of English as a foreign language (EFL) using univariant latent change score (LCS) models. Then, we explored the developmental processes involved in how changes in FLE and FLP were associated with changes in FLB. In particular, we tested mediation models to see whether the growth of FLP acts as a mediator between FLE and FLB changes in a multivariant LCS mediation (LCSM) model. The findings showed that (a) in a multivariant LCS model, FLE and FLP increases independently predicted decreases in FLB over time and (b) the growth of FLP acted as a mediator between variation in FLE and FLB. Participants showed interindividual and intraindividual divergences in their L2 emotions, not just on the first time of measurement, but also in short-term dynamics and long-term trajectories. The findings facilitate understanding of the complicated mechanism of variation in L2 emotions, thus potentially contributing to enhancement of pedagogical practices and learning outcomes.
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Yang, Bo. "Predicting EFL Learners’ Achievement from Their Two Faces—FLE and FLCA." Theory and Practice in Language Studies 11, no. 3 (2021): 275. http://dx.doi.org/10.17507/tpls.1103.07.
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Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) are a Janus-faced concept (Dewaele & MacIntyre, 2014). This study adopted a mixed-method approach to investigate how FLE interacts with FLCA to predict and be predicted by Foreign Language (FL) achievement among 589 undergraduate learners of English as a foreign language (EFL) at a key and a non-key university in Northwest China. Participants reported more FLE than FLCA. Significant school differences were found regarding the investigated variables. FLE regulated the debilitating aspect and positively predicted the facilitating aspect of FLCA, whereas facilitating anxiety, in turn, increased FLE via motivation and sense of success. FLE and FLCA significantly predicted FL achievement and vice versa. Qualitative analysis revealed that learner-internal variables were major sources of FLE and FLCA. Facilitating anxiety was reported to significantly and positively connect with FL achievement in both quantitative and qualitative data, although debilitating anxiety exerted a more influential role.
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Chen, Tzu-Hua. "Dynamic fluctuations in foreign language enjoyment during cognitively simple and complex interactive speaking tasks." Studies in Second Language Learning and Teaching 13, no. 3 (2023): 627–61. http://dx.doi.org/10.14746/ssllt.31194.
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Despite evidence on the interaction between cognitive individual differences (IDs) and task complexity, our knowledge of how affective IDs, such as foreign language enjoyment (FLE), interact with task complexity and other factors is limited. Since tasks and activities were found by Dewaele and MacIntyre (2014) to be most relevant to FLE, and since task complexity might interact with learners’ perceptions of task difficulty, it is important to investigate how task complexity impacts FLE changes. Informed by the complex dynamic systems theory, this study employed a mixed-methods multiple case study design to study patterns and causes of high and low FLE arousals. The participants were four pairs of Taiwanese high-intermediate EFL university students who were engaged in simple or complex storytelling tasks with speech acts of refusals. The speakers’ interactions were triangulated with an individual learner’s rating of FLE on a per-second scale and stimulated recalls. Results revealed idiosyncratic patterns of FLE fluctuations of peer interlocutors and a high degree of overlap in sources of low and high FLE in both groups. Speakers reported high FLE as a result of interesting storylines inherent in task design and created by peers, the use of picture prompts, peer collaboration, and task performance. Performance problems, failure to retrieve appropriate vocabulary, task design, and lack of ideas led to low FLE arousals. The findings suggest that task complexity combined with other task-induced, social, and individual factors to affect the fluctuations of FLE. Implications for task design and oral communication instruction to promote FLE are discussed.
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Oumaima, Baidi. "A Correlational Study on Enjoyment, Anxiety and Boredom in a Foreign Language Context: A Comparison between Male and Female Turkish Learners of English as a Foreign Language." International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) 11, no. 1 (2024): 22–26. https://doi.org/10.5281/zenodo.10538421.
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<strong>Abstract:</strong> Foreign language learning is a complicated process impacted by several factors, including emotional experiences and motivational aspects. Understanding the interaction between these factors is essential for optimizing the language learning environment and strengthening learners’ proficiency. To date, limited research has specifically examined the correlational patterns between enjoyment, anxiety, and boredom among Turkish EFL learners, particularly in terms of potential gender differences. This study aims to address this gap by exploring the relationship between these affective factors and their potential variations based on gender. To obtain the results of this correlational study, the three emotions scales: Foreign language enjoyment (Botes et al., 2021), Foreign language boredom (Li et al., 2023) and Foreign language classroom anxiety (Botes et al., 2022) were administered to 69 Turkish learners of English as a foreign language. The correlational data were obtained to see the connection between foreign language enjoyment, anxiety and boredom. <strong>Keywords:</strong> English as a foreign language (EFL); foreign language enjoyment (FLE); foreign language anxiety (FLA); foreign language boredom (FLB); Turkish EFL learners. <strong>Title:</strong> A Correlational Study on Enjoyment, Anxiety and Boredom in a Foreign Language Context: A Comparison between Male and Female Turkish Learners of English as a Foreign Language <strong>Author:</strong> Oumaima Baidi <strong>International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)</strong> <strong>ISSN 2349-7831</strong> <strong>Vol. 11, Issue 1, January 2024 - March 2024</strong> <strong>Page No: 22-26</strong> <strong>Paper Publications </strong> <strong>Website: www.paperpublications.org</strong> <strong>Published Date: 20-January-2024</strong> <strong>DOI: https://doi.org/10.5281/zenodo.10538421</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.paperpublications.org/upload/book/A%20Correlational%20Study%20on%20Enjoyment-20012024-1.pdf</strong>
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Wiboolyasarin, Watcharapol, Phornrat Tiranant, Teavakorn Khumsat, et al. "Preferences for Oral Corrective Feedback: Are Language Proficiency, First Language, Foreign Language Classroom Anxiety, and Enjoyment Involved?" Journal of Language and Education 9, no. 1 (2023): 173–85. http://dx.doi.org/10.17323/jle.2023.16141.
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Background. The effectiveness of oral corrective feedback (OCF) in language learning is influenced by learners' comprehension and response to various OCF techniques. Therefore, it is essential for teachers to consider learners' preferences for OCF strategies.
 Purpose. This quantitative study aimed to investigate the preferences of Thai as a foreign language (TFL) learners for ten commonly discussed types of OCF. Specifically, it examined whether these preferences are influenced by four learner variables: proficiency level, first language (L1), foreign language classroom anxiety (FLCA), and foreign language enjoyment (FLE).
 Methods. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods.
 Results. The findings indicate that, regardless of proficiency level, L1, FLCA, or FLE level, learners prefer more explicit OCF techniques, such as metalinguistics feedback and explicit correction. However, Korean undergraduates scored lower in the majority of OCF strategies (i.e., ignoring, elicitation, recast, explanation, and public feedback) compared to the other participants. The MANOVA analysis revealed significant differences in ignore, peer correction, recast, and private feedback based on proficiency level and L1 background. Although the differences between the FLE and FLCA approaches were not statistically significant, high FLE and FLCA groups tended to prefer more OCF strategies than the low groups.
 Conclusion. This study has significant implications for instructional practices in TFL settings and for L2 lecturers in the classroom. By understanding learners' preferences for OCF, educators can tailor their instructional approaches to meet the specific needs of their students.
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Dewaele, Jean-Marc, and Livia Dewaele. "Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions." Studies in Second Language Learning and Teaching 10, no. 1 (2020): 45–65. http://dx.doi.org/10.14746/ssllt.2020.10.1.3.
Full textAbstract:
Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.
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Cong, Yilin, and Lei Yang. "The Correlation among L2MSS, Foreign Language Enjoyment and Boredom in Online Classes: An Exploratory Study of Chinese English Majors." English Language Teaching 16, no. 8 (2023): 84. http://dx.doi.org/10.5539/elt.v16n8p84.
Full textAbstract:
According to the statistical results of questionnaires issued, this research, standing up for positive psychology (PP), analyzed the relationship between second language motivational self system (L2MSS), foreign language enjoyment (FLE) and foreign language learning boredom (FLLB) of Chinese English language students in the post- pandemic era in an e-learning environment. The results show that: (1) Chinese English majors maintain a medium to high level of L2MSS and FLE in their online classes, and a medium level of foreign language learning boredom; (2) FLE has a negative correlation with FLLB; (3) FLE produces a positive predictive trend for ideal L2MSS and learning experience. However, FLLB does not produce a significant predictive trend for either of these categories. The study integrates multiple theories in second language acquisition (SLA), which not only corroborates the applicability of the undoing hypothesis in the online classroom, but also provides a scientific basis for improving language learning outcomes for English majors in China at a theoretical level.
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Pu, Liping, Yuyun Cai, Renquan Heng, and Qingyu Tang. "Exploring the Relationship among Environment, Enjoyment, and Performance to Sustain Students’ EFL Learning: Evidence From the Investigation of a Chinese University." European Journal of English Language Studies 5, no. 1 (2025): 31–47. https://doi.org/10.12973/ejels.5.1.31.
Full textAbstract:
The study aims at a deeper understanding of English classroom environment (CE) and foreign language enjoyment (FLE) in the context of a Chinese university and further explores the relationship among CE, FLE, and students’ performance in learning English as a foreign language. The 336 participants in this study were mostly from science departments, and about one-third of them came from Tibet and Xinjiang Autonomous Region. The findings indicate that the participants’ CE and FLE were at a moderate level and that significant positive correlations were detected among CE, FLE and English performance. The study has some practical implications for EFL (English as a foreign language) teaching and learning: (a) The establishment of a good healthy CE can effectively promote students’ performance; (b) The students’ FLE can help them learn English better; (c) Teachers and students should attach importance to the process of English learning, where teachers ought to actively play their part in building a healthy CE and enhancing students’ sense of FLE in English learning.