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Journal articles on the topic 'Foreign language enjoyment'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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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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Zhang, Dai, and Wang. "Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment." Sustainability 12, no. 4 (2020): 1302. http://dx.doi.org/10.3390/su12041302.

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Inadequate research attention has been paid to the learning of a third language. For this reason, this study explores senior English major students’ learning of additional foreign languages in seven universities in Shaanxi Province, China. The study examines the relationship between the participants’ motivation and language proficiency through a questionnaire, and the collected data are analyzed using hierarchical linear regression analysis. The results identify that the participants’ instrumental and integrative motivations positively influence their second foreign language proficiency. Further analysis reveals that the connection between the participants’ motivation and language proficiency is mediated by foreign language enjoyment. These findings form the basis of our suggestions for the sustainable learning and teaching of foreign languages in universities.

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Li, Chengchen, Guiying Jiang, and Jean-Marc Dewaele. "Understanding Chinese high school students’ Foreign Language Enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment scale." System 76 (August 2018): 183–96. http://dx.doi.org/10.1016/j.system.2018.06.004.

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Mierzwa, Ewelina. "Anxiety and Enjoyment in the Foreign Language Classroom." East-West Cultural Passage 19, no. 1 (2019): 107–21. http://dx.doi.org/10.2478/ewcp-2019-0007.

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Abstract To balance the research that has been carried out on negative emotions, the researchers in the field of second language acquisition (SLA) have recently focused on the role of positive academic emotions and their role in the process of acquiring a foreign language (FL). The aim of the present article is to examine the relationships between foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) and students’ academic achievement in English in order to prove that these two emotions do not constitute opposite dimensions but may converge and diverge from time to time during the learning process. This article calls for a more dynamic approach to studying emotions and investigating whether and to what extent these two emotions may mutually shape one another and thus affect learners’ achievement in the foreign language classroom.

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Talebzadeh, Nahid, Majid Elahi Shirvan, and Gholam Hassan Khajavy. "Dynamics and mechanisms of foreign language enjoyment contagion." Innovation in Language Learning and Teaching 14, no. 5 (2019): 399–420. http://dx.doi.org/10.1080/17501229.2019.1614184.

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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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Baran-Łucarz, Małgorzata, and Jang Ho Lee. "Selected Determinants of Pronunciation Anxiety." International Journal of English Studies 21, no. 1 (2021): 93–113. http://dx.doi.org/10.6018/ijes.426411.

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Empirical research shows that language anxiety has a detrimental effect on foreign language learning and its use. Several studies suggest that anxiety related to mastering and using foreign languages is skill-specific. This study examined pronunciation anxiety and attempted to determine its significant correlates. The included factors ranged from learning experiences with native-speaking teachers, previous studying abroad experience, and enjoyment of learning the target language, to willingness to communicate in the target language. A questionnaire was administered to two groups of EFL learners of different majors and different self-perceived levels. Hierarchical multiple regression analyses for both groups showed that willingness to communicate in English was the strongest determinant of pronunciation anxiety, while foreign language enjoyment the second meaningful correlate, but only in the case of the group whose self-assessment of general proficiency in English was lower.

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Shirvan, Majid Elahi, and Nahid Talebzadeh. "Foreign Language Anxiety and Enjoyment in an Imagined Community." Eurasian Journal of Applied Linguistics 4, no. 2 (2018): 109–33. http://dx.doi.org/10.32601/ejal.464043.

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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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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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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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Jin, Yinxing, and Lawrence Jun Zhang. "A Comparative Study of Two Scales for Foreign Language Classroom Enjoyment." Perceptual and Motor Skills 126, no. 5 (2019): 1024–41. http://dx.doi.org/10.1177/0031512519864471.

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This article reports on a study that tested Jin and Zhang's Chinese version of the Foreign Language Enjoyment Scale for classroom learning through confirmatory factor analysis and compared the resulting scale with Li, Jiang, and Dewaele's 11-item scale. Four hundred five Chinese first language senior high school students of English in years 1–3 participated in this study. We found that Jin and Zhang's version of the Foreign Language Enjoyment Scale could be reduced to a 16-item scale that preserved the same factor structure as the original scale. This revised 16-item scale showed a more solid dimensional division and better psychometric properties than Li et al.'s scale. We discussed our findings in relation to the scale's wider application for improving foreign language teaching and learning.

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Dewaele, Jean-Marc. "The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners." Journal of Language and Social Psychology 38, no. 4 (2019): 523–35. http://dx.doi.org/10.1177/0261927x19864996.

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Willingness to communicate (WTC) in a foreign language is linked to a range of interacting learner-internal and learner-external variables. The present study identified the predictors of WTC of 210 foreign language learners of English from Spain. Multiple regression analyses revealed that the strongest (negative) predictor of WTC was foreign language classroom anxiety, while foreign language enjoyment and frequency of foreign language use by the teacher were positive predictors.

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ELANİ SHİRVAN, Majid, and Nahid TALEBZADEH. "Tracing the signature dynamics of foreign language classroom anxiety and foreign language enjoyment: A retrodictive qualitative modeling." Eurasian Journal of Applied Linguistics 6, no. 1 (2020): 23–44. http://dx.doi.org/10.32601/ejal.710194.

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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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Ahmadi-Azad, Shima, Hassan Asadollahfam, and Masoud Zoghi. "Effects of teacher’s personality traits on EFL learners’ foreign language enjoyment." System 95 (December 2020): 102369. http://dx.doi.org/10.1016/j.system.2020.102369.

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Kun, Yin, Fatiha Senom, and Chew Fong Peng. "Relationship between Willingness to Communicate in English and Foreign Language Enjoyment." Universal Journal of Educational Research 8, no. 10 (2020): 4853–62. http://dx.doi.org/10.13189/ujer.2020.081057.

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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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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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Wissmath, Bartholomäus, David Weibel, and Rudolf Groner. "Dubbing or Subtitling?" Journal of Media Psychology 21, no. 3 (2009): 114–25. http://dx.doi.org/10.1027/1864-1105.21.3.114.

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Dubbing and subtitling are the two most common methods of translating television broadcasts or movies. Both dubbing and subtitling may present specific advantages and disadvantages. In this study, the effects of these two methods on presence, transportation, flow, and enjoyment were investigated in an experimental approach. Participants (N = 154) watched a 30-min segment of a movie. Between-subject factors were translation method (dubbing without subtitles, dubbing with subtitles in a foreign language, and original language with subtitles) and genre (drama, comedy, and thriller). Findings indicate that subtitles in a foreign language decrease feelings of spatial presence, transportation, and flow. However, the difference between dubbing and subtitling failed to reach significance. No effect of translation method on enjoyment was found. The pattern of results is equal for all genres. Further analyses showed spatial presence, transportation, and flow to be related. In addition, transportation is more strongly related to enjoyment than flow and spatial presence.

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De Smet, Audrey, Laurence Mettewie, Benoit Galand, Philippe Hiligsmann, and Luk Van Mensel. "Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter?" Studies in Second Language Learning and Teaching 8, no. 1 (2018): 47–71. http://dx.doi.org/10.14746/ssllt.2018.8.1.3.

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This study investigates pupils’ anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research on content and language integrated learning (CLIL) focuses on English as a target language, the Belgian context calls for a comparison with the language of the “other” community, in this case Dutch. Data were collected from 896 pupils in French-speaking Belgium through a self-report questionnaire measuring pupils’ anxiety and enjoyment in the classroom, along with background characteristics. Results indicate that while CLIL pupils experience significantly less anxiety than their non-CLIL counterparts, English learners report significantly less anxiety and more enjoyment than Dutch learners. This suggests an important role of the target language for emotional engagement in the classroom and calls for further investigation into the role of target language perceptions. Finally, the interactions with instruction level reveal that while primary school pupils report stronger emotions, the effects of CLIL and English are much larger at secondary level.

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Elahi Shirvan, Majid, and Nahid Talebzadeh. "Exploring the Fluctuations of Foreign Language Enjoyment in Conversation: An Idiodynamic Perspective." Journal of Intercultural Communication Research 47, no. 1 (2017): 21–37. http://dx.doi.org/10.1080/17475759.2017.1400458.

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Weng, Tsung-han. "Survey data of foreign language learners' enjoyment and anxiety in the U.S." Data in Brief 30 (June 2020): 105221. http://dx.doi.org/10.1016/j.dib.2020.105221.

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Dewey, Dan P., R. Kirk Belnap, and Patrick Steffen. "Anxiety: Stress, Foreign Language Classroom Anxiety, and Enjoyment During Study Abroad in Amman, Jordan." Annual Review of Applied Linguistics 38 (September 2018): 140–61. http://dx.doi.org/10.1017/s0267190518000107.

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ABSTRACTAnxiety is among the most frequently studied emotions in second language acquisition (SLA). Study abroad (SA) researchers have examined its effects on SLA in that setting in a number of studies. The current study goes beyond previous SA research by examining how anxiety develops and connects with language proficiency development over SA. Specifically, it uses anxiety-related measures of foreign language classroom anxiety (FLCA), foreign language enjoyment (FLE), and a physiological manifestation of anxiety (hair cortisol). As far as the classroom is concerned, learners grew more comfortable, experiencing less anxiety and more enjoyment over the period of SA. However, learners showed physiological signs of overall elevated anxiety despite these increasing classroom comfort levels. Two key factors that may have influenced their anxiety levels abroad were tendency toward anxiety prior to SA and language proficiency upon departure for SA. The latter provides support for having students more proficient prior to SA, since doing so may lead to less anxiety during SA.

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Piniel, Katalin, and Ágnes Albert. "Advanced learners’ foreign language-related emotions across the four skills." Studies in Second Language Learning and Teaching 8, no. 1 (2018): 127–47. http://dx.doi.org/10.14746/ssllt.2018.8.1.6.

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Individual differences researchers have recently begun to investigate the concept of emotions and their role in language learning (MacIntyre, Gregersen, & Mercer, 2016). Our aim is to report on a project exploring English majors’ feelings related to their use of foreign languages. Using a qualitative research design, participants were asked to write a paragraph in their mother tongue (Hungarian) describing their emotional experiences in connection with foreign languages and one of the four language skills. Our database comprised altogether 166 paragraphs from 31 male and 135 female students, with 43 texts on listening, 35 on speaking, 47 on reading, and 41 on writing. With the help of content analytical techniques, the texts were divided into thematic units and coded by the two authors. A framework of academically-relevant emotions (Pekrun, 2014) was used to guide our initial coding and the categories were modified where it was felt necessary. Results indicate that the two emotions most frequently experienced by English majors are predominantly related to enjoyment and language anxiety, and these emotions vary not only according to the skill involved but also depending on the context of language use (in class or outside class).

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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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Pavelescu, Liana Maria, and Bojana Petrić. "Love and enjoyment in context: Four case studies of adolescent EFL learners." Studies in Second Language Learning and Teaching 8, no. 1 (2018): 73–101. http://dx.doi.org/10.14746/ssllt.2018.8.1.4.

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This study explores the foreign language learning emotions of four EFL adolescent students in Romania and the ways in which their emotions emerge in their sociocultural context. Multiple qualitative methods were employed over a school semester, including a written task, semi-structured interviews with the learners and their teachers, lesson observations and English-related events outside the classroom. It was found that, while all four participants reported experiencing positive emotions in language learning, a distinction was identified in the intensity and stability of their emotions. Two participants expressed a strong and stable emotion of love towards English, while the other two participants experienced enjoyment in their English language learning without an intense emotional attachment to English. Unlike enjoyment, love was found to be the driving force in the learning process, creating effective coping mechanisms when there was a lack of enjoyment in certain classroom situations and motivating learners to invest greater effort into language learning in and out of the classroom. The findings thus revealed that, unlike enjoyment, love broadened cognition and maintained engagement in learning. The study emphasizes the role of strong, enduring positive emotions in teenage students’ language learning process.

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Kruger, Jan-Louis, Stephen Doherty, and María-T. Soto-Sanfiel. "Original language subtitles: Their effects on the native and foreign viewer." Comunicar 25, no. 50 (2017): 23–32. http://dx.doi.org/10.3916/c50-2017-02.

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This study investigates the impact of same-language subtitles on the immersion into audiovisual narratives as a function of the viewer’s language (native or foreigner). Students from two universities in Australia and one in Spain were assigned randomly to one of two experimental groups, in which they saw a drama with the original English soundtrack either with same-language English subtitles (n=81) or without subtitles (n=92). The sample included an English native control group, and Mandarin Chinese, Korean, and Spanish groups with English as a foreign language. Participants used post-hoc Likert scales to self-report their presence, transportation to the narrative world, perceived realism, identification with the characters, and enjoyment. The main results showed that subtitles did not significantly reduce these measures of immersion. However, subtitles produced higher transportation, identification with the characters, and perceived realism scores, where the first language of viewers and their viewing habits accounted for most of this variance. Moreover, presence and enjoyment were unaffected by either condition or language. Finally, the main results also revealed that transportation to the narrative world appears to be the most revealing measure of immersion in that it shows the strongest and most consistent correlations, and is a significant predictor of enjoyment. Se estudia el impacto de los subtítulos en el mismo idioma de la narrativa audiovisual según el idioma del receptor (nativo o extranjero). Estudiantes de dos universidades australianas y una española fueron asignados al azar a uno de dos grupos experimentales en los que se veía un drama con la banda sonora original en inglés con subtítulos en esa misma lengua (n=81) o sin subtítulos (n=92). La muestra incluía un grupo control de hablantes nativos de inglés, además de grupos de hablantes nativos de chino mandarín, coreano y español con inglés como lengua extranjera. Como medidas post-hoc, los participantes reportaron, mediante escalas Likert, su percepción de presencia, transporte, realismo percibido, identificación con los personajes y disfrute. Los resultados muestran que los subtítulos no reducen las medidas de inmersión. Además, que los subtítulos producen mayores puntuaciones de transporte, identificación con los personajes y percepción de realismo, cuya varianza se explica, esencialmente, por la primera lengua de los receptores y sus hábitos de visionado. Asimismo, los resultados señalan que ni a la presencia y ni al disfrute les afectan la condición experimental o el idioma del receptor. Finalmente, muestran que el transporte es la medida más reveladora de la inmersión porque produce las correlaciones más fuertes y consistentes, aparte de ser un predictor significativo del disfrute de los espectadores.

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Décuré, Nicole. "French Science Students Reading in a Foreign Language: Constraint or Pleasure?" Advances in Language and Literary Studies 9, no. 4 (2018): 1. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.1.

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French science students do not read much in English. Does this reflect their reading habits in their native language? A study in the form of online questionnaires was conducted at Toulouse university which compared their reading habits in French and in English. A further study examined the way one particular group of students conducted their prescribed reading task in English. Finally, a questionnaire was used to assess their reading in English after university. The results show that these students do a fair amount of reading in French and therefore can and should be encouraged to read in English. Extensive reading programmes proved useful at the incidental learning, fluency and enjoyment levels.

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Loucky, John Paul, and Frank Tuzi. "Comparing Foreign Language Learners’ Use of Online Glossing Programs." International Journal of Virtual and Personal Learning Environments 1, no. 4 (2010): 31–51. http://dx.doi.org/10.4018/jvple.2010100103.

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This study furthers research in three crucial related areas: 1) comparing various online glossing and vocabulary learning tools; 2) language teaching and learning using a more natural bilingualized approach to developing online reading skills in a second or foreign language; and 3) comparing the relative level of enjoyment and effectiveness students experience when using various CALL programs. This paper applies recent insights into vocabulary learning behaviors and functions online and investigates whether teachers can help learners increase their use of online glosses to improve their vocabulary learning by giving them automatic mouse-over instant glosses versus optional, clickable, mechanical access. The authors compare Japanese college students’ actual use of three types of glossing when reading similar texts online. The findings suggest that an expanded glossing system that helps encourage deeper lexical processing by providing automatic, archivable glosses would be superior for digital vocabulary learning because it can simultaneously offer better monitoring and more motivation vis-à-vis online word learning.

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Dewaele, Jean-Marc, and Livia Dewaele. "The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation." Journal of the European Second Language Association 1, no. 1 (2017): 12–22. http://dx.doi.org/10.22599/jesla.6.

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Singleton, David, and Dorota Záborská. "Adults learning additional languages in their later years." Journal of Multilingual Theories and Practices 1, no. 1 (2020): 112–24. http://dx.doi.org/10.1558/jmtp.15361.

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This article will explore the experience—challenges, benefits, and satisfactions— that awaits older adults who embark on the adventure of learning additional languages, either as ‘true’ or ‘false’ beginners, or in some cases as resilient lifelong (foreign language) learners (to be distinguished from polyglots). Drawing on the increasing number of studies focusing on third-age language learning, the article will address the self-doubt afflicting many third-age language learners and the difficulties claimed to be imposed on them by the effects of an age-related decline in language-learning capacity. It will go on to discuss the benefits that are said to accrue for older learners of languages other than their first. Finally, it will address and exemplify from our own data the intense enjoyment which many older adults derive from language learning.

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Muñoz-Restrepo, Ana, Marta Ramirez, and Sandra Gaviria. "Strategies to Enhance or Maintain Motivation in Learning a Foreign Language." Profile: Issues in Teachers´ Professional Development 22, no. 1 (2020): 175–88. http://dx.doi.org/10.15446/profile.v22n1.73733.

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Motivation is one of the most important factors in the enjoyment and success in learning any subject, especially a foreign language. Many students approach the learning of a language based on academic mandates, family impositions, job requirements, and so on. These non-intrinsic motivations make learning a more difficult, frustrating, and non-pleasurable experience, both for students and teachers. Therefore, skills in motivating learners should be seen as central to teaching effectively. In this article, we provide a series of strategies for teachers to gradually lead students from an extrinsic motivation to a more internal and autonomous motivation. This approach is framed within one of the most recent and well-known theories of motivation: self-determination theory.

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Jiang, Yan, and Jean-Marc Dewaele. "How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?" System 82 (June 2019): 13–25. http://dx.doi.org/10.1016/j.system.2019.02.017.

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Kubota, Ryuko. "Learning a foreign language as leisure and consumption: enjoyment, desire, and the business ofeikaiwa." International Journal of Bilingual Education and Bilingualism 14, no. 4 (2011): 473–88. http://dx.doi.org/10.1080/13670050.2011.573069.

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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.

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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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Elahi Shirvan, Majid, and Tahereh Taherian. "Longitudinal examination of university students’ foreign language enjoyment and foreign language classroom anxiety in the course of general English: latent growth curve modeling." International Journal of Bilingual Education and Bilingualism 24, no. 1 (2018): 31–49. http://dx.doi.org/10.1080/13670050.2018.1441804.

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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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Kim, Hyeon-Cheol, Sumi Kim, and Zong-Yi Zhu. "Does Foreign Language Proficiency Help to Enhance Sustainable Online Brand Community Experiences? Modeling the Predictors of Movie Information Sharing Behavior for Young Chinese Students Staying in Korea." Sustainability 13, no. 11 (2021): 6113. http://dx.doi.org/10.3390/su13116113.

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Building upon studies on the information diffusion theory of a viral marketing survey, this study aims to understand the effect of young Chinese students’ online information sharing behavior on online brand community and determine the relationship among telepresence, flow-attention focus, flow-perceived enjoyment and electronic word-of-mouth depending on the level of the foreign students’ Korean language proficiency. Here, 178 valid data are obtained from an online survey of social networking service users who live in Korea and are experienced in using online movie brand communities. SmartPLS 2.0 is utilized to determine the relationship between variates. Statistical analysis shows that telepresence is applicable to the Chinese students’ online perceived enjoyment and attention focus, which both positively affect trust and movie information sharing behavior. Language proficiency has a significant moderation effect on the model. This study offers insights toward attaining a better understanding of online communication behaviors and establishing marketing strategies that are extendable to young Chinese students staying in Korea. This finding helps movie distributors to develop effective foreigner-inclined information diffusion strategies. This study contributes to the impact factor on consumer information sharing behavior and adds language proficiency as a moderator to determine consumer behavior.

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Proietti Ergün, Anna Lia, and Jean-Marc Dewaele. "Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian?" System 99 (July 2021): 102506. http://dx.doi.org/10.1016/j.system.2021.102506.

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Kostikova, Ilona, Olha Honcharova, Viktoriia Vorozhbit-Horbatiuk, Nataliia Soloshenko-Zadniprovska, Oleksandra Marmaza, and Yuliia Lushchyk. "The Impact of Summer Reading on Young Learners’ Foreign Language Acquisition." Journal of Educational and Social Research 10, no. 2 (2020): 5. http://dx.doi.org/10.36941/jesr-2020-0022.

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The aim of the research was to solve a problem of sustaining and developing foreign language skills and abilities by young learners during long-lasting summer holidays. The analysis of the current situation in Ukrainian education sector showed that reading a book continues to be one of the few tools for English revision in summer. There has been little research targeting on studying the impact of summer reading on young learners’ foreign language acquisition, so the experiment in which 240 young learners (aged 8-9) took part was conducted. Both the experimental (n=120) and control (n=120) groups were pre-tested and post-tested in May and September 2019 respectively, and the children’s skills and abilities in reading comprehension, vocabulary, speaking, writing and creativity were checked. The data obtained before the experiment showed almost the similar level of language acquisition in both groups. The results of the experiment indicated significant progress of the participants of the experimental group in every aspect of English. The main factors which played the crucial role in young learners’ enhancements were access to English readers, comprehensibility of the reading materials which were elaborated specially for the children’s language needs, interesting topics, reading for pleasure and enjoyment without tasks, tests or marks, and parental support. These results proved the reasonability of integrating summer reading in teaching foreign languages in primary school and induced the creation of English readers for all grades of elementary education.

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Soriano, Roselle M., Christian N. Escario, Pilipina B. Cagurangan, et al. "The Role of Motivation in English Language Learning: A Qualitative Study." Asia Proceedings of Social Sciences 8, no. 2 (2021): 68–72. http://dx.doi.org/10.31580/apss.v8i2.1850.

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Numerous studies have found a positive connection between learners’ motivation towards foreign language and foreign language achievement. Drawn upon semi-structured interviews and focus group discussions among students, this study sheds light on the significant impact of motivation in English language learning. Further, this study explores the lived experiences of students and the factors influencing their motivation in learning the English Language. Purposeful sampling was to select participants in the different courses of Quirino State University, Cabarroguis Campus, Philippines. The results revealed that the teacher's influence, enjoyment in learning, desire to learn, parental influence, and classroom environment were the factors influencing students' motivation in learning the English Language. Thus, this study suggests that teachers should be aware of these factors of inspiration in their classrooms and consider these as significant parts in developing an English Language Intervention Program to motivate the students and improve their proficiency in learning the English Language.

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Taskiran, Ayse. "The effect of augmented reality games on English as foreign language motivation." E-Learning and Digital Media 16, no. 2 (2018): 122–35. http://dx.doi.org/10.1177/2042753018817541.

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Today, educational practices are being designed and varied due to advance of millennium generation who tend to use mobile technologies in every aspect of their lives. Accordingly, growing interest towards mobile learning in education brings several opportunities and advantages for English as foreign language teachers and learners. Augmented reality, which is another growing phenomenon on mobile devices, is a technology that incorporates digital information such as images, video, and audio into real-world spaces. As a part of mobile learning, augmented reality technique has potential to facilitate learning through enjoyment over learning tasks, engagement and motivation. Designed in descriptive survey model, this study intended to assess English as a foreign language learners’ subjective experience regarding the implementation of augmented reality-based learning materials in their language classes with a game-based approach in Anadolu University, Turkey. The analysis of the questionnaire items showed that most of the students accepted the activities in augmented learning environment highly motivating and enjoyable, which is common in augmented reality research.

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White, Jason. "Top Ten Improv Games for EFL Classrooms." JALT PIE SIG: Mask and Gavel 7, no. 1 (2018): 50–64. http://dx.doi.org/10.37546/jaltsig.pie7.1-4.

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This paper focuses on improvisation (also known as improv), which is one of the dramatic techniques that teachers are using in EFL classrooms today. Many teachers have found that improvisation is valuable for a multitude of reasons, including increasing student motivation and lowering foreign language anxiety, creating a positive learning environment, and generally increasing the level of enjoyment for foreign language students. There are numerous possibilities for teachers who would like to use improv games as a main component, or as a supplement, to the standard curriculum in their foreign language classes. This paper discusses the history of improvisation, and then gives a detailed explanation of ten popular improv games that teachers can use in their classes. It should be noted that these games are discussed as used by the author and may not match exactly with the definitions or parameters of similar games found on improvisation websites or in books about improvisation.

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Alenezi, Saud Mohammed. "Foreign Language Enjoyment and Anxiety among The Northern Borders University EFL Students: Links to Gender and Majors." التربیة (الأزهر): مجلة علمیة محکمة للبحوث التربویة والنفسیة والاجتماعیة) 39, no. 3 (2020): 1203–33. http://dx.doi.org/10.21608/jsrep.2020.86081.

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Reilly, Peter. "Promoting positive emotions among university EFL learners." Language Learning in Higher Education 11, no. 1 (2021): 153–73. http://dx.doi.org/10.1515/cercles-2021-2013.

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Abstract Research indicates that investigation into the role of emotions during the process of second language acquisition (SLA) has lagged behind the work of educational psychologists. Experts in the area of achievement emotions have suggested that SLA researchers have limited their examination mostly to the role of anxiety and enjoyment. Consequently, an action research project was carried out, first, to determine whether emotions in addition to anxiety and enjoyment tend to arise when learning a second language (L2). Second, 13 advanced English as a foreign language (EFL) learners at a university in Mexico participated in 4 tasks as part of their class over the first 9 weeks of the semester, and subsequently were interviewed about their emotional experience. The tasks included a 45-s mindfulness activity, a reflection designed to promote a growth mindset, a discussion of a famous bilingual individual, and free voluntary reading. The findings revealed that a variety of achievement emotions emerged during the course, and in particular, in response to the learning tasks. It was concluded that not only can SLA researchers benefit from the strides made in psychology regarding emotions, but also that L2 educators should help L2 students experience pleasant achievement emotions by including activities of the sort described in this study.

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Cleminson, Tim, and Neil Cowie. "Using design thinking as an appr Using design thinking as an approach to creative and communicativ e and communicative engagement in the English as a Foreign Language (EFL) classroom." Journal of University Teaching and Learning Practice 18, no. 4 (2021): 63–81. http://dx.doi.org/10.53761/1.18.4.7.

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Design thinking (DT) could provide a viable method to develop 21st-century skills in English as Foreign Language (EFL) classrooms; however, its potential is not clearly understood. To explore this potential, two Japanese university teachers developed a DT course in which students built a creativity measure and wrote academic reflections. Student work displayed creative thinking, insight, and language play. Survey data revealed correlations between DT, student enjoyment, confidence communicating, and thinking flexibly. In conclusion, DT can facilitate collaborative engagement and creative thinking, however, time to develop on-task communication and a focused approach to report writing may be necessary to support understanding and communicative competence.

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Li, Chengchen. "A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement." Journal of Multilingual and Multicultural Development 41, no. 3 (2019): 246–63. http://dx.doi.org/10.1080/01434632.2019.1614187.

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Nakamura, Sachiko. "How I see it: An exploratory study on attributions and emotions in L2 learning." Studies in Second Language Learning and Teaching 8, no. 3 (2018): 553–74. http://dx.doi.org/10.14746/ssllt.2018.8.3.2.

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Learners’ attributions have received increasing attention in second/foreign language (L2) learning. Studies have shown that how learners attribute their performance influences not only their self-efficacy, motivation, and goal attainment but also their emotions (Hsieh, 2012; Hsieh & Kang, 2010; Hsieh & Shallert, 2008; Weiner, 2000, 2014). This exploratory study investigated how Japanese adult learners of L2 English attributed changes in their L2 learning attitudes and motivation through a 10-week TOEIC preparation program. It also examined emotions expressed in their attributional statements and the differences between learners with lower and higher L2 proficiency. A content analysis of open-ended questionnaire responses suggested eight attributional categories: perceived L2 improvement, enjoyment, positive feelings, increased L2 exposure, realization of L2 needs and importance, effective L2 instruction, and praise from the teacher for positive changes in attitudes and/or motivation and perceived inefficient L2 skills for negative changes in attitudes and/or motivation. Enjoyment was an emotion the most frequently mentioned by both groups while other emotions, such as joy, happiness, and disappointment, were expressed only by the beginner learners. These results offer important implications for L2 pedagogy and prospects for further research in the area.

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Li, Chengchen, Jean-Marc Dewaele, and Guiying Jiang. "The complex relationship between classroom emotions and EFL achievement in China." Applied Linguistics Review 11, no. 3 (2020): 485–510. http://dx.doi.org/10.1515/applirev-2018-0043.

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AbstractThe present study adopted a mixed-method approach combining principles from Complex Dynamic Systems Theory and Positive Psychology to examine the interaction between Foreign Language Classroom Anxiety (FLCA) and Foreign Language Enjoyment (FLE) of 1,307 Chinese students, the single and combined effects of FLCA and FLE on self-perceived English proficiency and actual English achievement, and finally, the effect of EA on FLE and FLCA. Statistical analyses revealed negative correlations between FLCA and FLE in three groups at different levels of English achievement. Qualitative data from 64 participants threw further light on this complex relationship. Second, FLCA was found to be significantly negatively related to self-rated proficiency at all achievement groups while FLE was positively related. Similar significant relationships were also found between two classroom emotions and actual English achievement except in the low achievement group. Finally, qualitative data allowed us to investigate the possible causes for this relationship.

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