Language and Linguistics; Linguistics and Language; foreign language enjoyment; foreign language learning; short form development; emotions in language learning
Résumé :
[en] We used a data set with n = 1,603 learners of foreign languages (FL) to develop and validate the short form of the Foreign Language Enjoyment Scale (S-FLES). The data was split into 2 groups, and we used the first sample to develop the short-form measure. A 3-factor hierarchical model of foreign language enjoyment (FLE) was uncovered, with FLE as a higher-order factor and with teacher appreciation, personal enjoyment, and social enjoyment as 3 lower-order factors. We selected 3 items for each of the 3 lower-order factors of the S-FLES. The proposed 9-item S-FLES was validated in the second sample, and the fit statistics for the factor structure indicated close fit. Further evidence was found to support the internal consistency, convergent validity, and discriminant validity of the S-FLES. The S-FLES provides a valid and reliable short-form measure of FLE, which can easily be included in any battery of assessments examining individual differences in FL learning.
Disciplines :
Education & enseignement
Auteur, co-auteur :
BOTES, Elouise ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) > Cognitive Science and Assessment
Dewaele, Jean–Marc ; University of London, Birkbeck College, Department of Languages, Cultures, and Applied Linguistics, London, United Kingdom
Allen, L. K., Crossley, S. A., Snow, E. L., & McNamara, D. S. (2014). L2 writing practice: Game enjoyment as a key to engagement. Language Learning & Technology, 18, 124–150.
Ariza, E. N. (2002). Resurrecting “old” language learning methods to reduce anxiety for new language learners: Community language learning to the rescue. Bilingual Research Journal, 26, 717–728.
Bartlett, M. S. (1954). Significance test for sphericity of a normal n-variate distribution. Journal of the Royal Statistical Society, 16, 296–298.
Botes, E., Dewaele, J.–M., & Greiff, S. (2020). The foreign language classroom anxiety scale and academic achievement: An overview of the prevailing literature and a meta-analysis. Journal for the Psychology of Language Learning, 2, 26–56.
Botes, E., Dewaele, J.–M., & Greiff, S. (2021). Taking stock: A preliminary meta-analysis of Foreign Language Enjoyment and other individual differences variables. PsyArXiv Preprints. Accessed 30 August 2021 at https://psyarxiv.com/guaj5/
Byrne, B. M. (1989). A primer of LISREL: Basic applications and programming for confirmatory factor analytic models. New York: Springer.
Chen, T. Y., & Chang, G. B. (2004). The relationship between foreign language anxiety and learning difficulties. Foreign Language Annals, 37, 279–289.
Dewaele, J.–M. (2017). Psychological dimensions and foreign language anxiety. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 433–450). New York: Routledge
Dewaele, J.–M. (2019). 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, 523–535.
Dewaele, J.–M. (2021). Enjoyment. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge handbook of second language acquisition and individual differences. London: Routledge.
Dewaele, J.–M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign/second language teaching and acquisition research. Frontiers in Psychology, 10(2), 128.
Dewaele, J.–M., & Dewaele, L. (2017). 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, 12–22.
Dewaele, J.–M., & Ergün, A. L. P. (2020). How different are the relations between enjoyment, anxiety, attitudes/motivation and course marks in pupils’ Italian and English as foreign languages? Journal of the European Second Language Association, 4, 45–57.
Dewaele, J.–M., & Li, C. (2020). Emotions in second language acquisition: A critical review and research agenda. Foreign Language World, 196, 34–49.
Dewaele, J.–M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4, 273–274.
Dewaele, J.–M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety. The right and left feet of FL learning? In P. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 215–236). Bristol, UK: Multilingual Matters.
Dewaele, J.–M., & MacIntyre, P. D. (2019). The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp. 263–286). London: Routledge.
Dewaele, J.–M., Magdalena–Franco, A., & Saito, K. (2019). The effect of perception of teacher characteristics on Spanish EFL Learners’ anxiety and enjoyment. Modern Language Journal, 103, 412–427.
Dewaele, J.–M., Özdemir, C., Karci, D., Uysal, S., Özdemir, E. D., & Balta, N. (2019). How distinctive is the foreign language enjoyment and foreign language classroom anxiety of Kazakh learners of Turkish? Applied Linguistics Review. https://doi.org/10.1515/applirev-2019-0021
Dewaele, J.–M., & Pavelescu, L. M. (2021). The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: A multiple case study. Innovation in Language Learning and Teaching, 15, 66–80.
Dewaele, J.–M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22, 676–697.
DeYoung, C. G. (2006). Higher-order factors of the Big Five in a multi-informant sample. Journal of Personality and Social Psychology, 91, 1,138–1,151.
Dörendahl, J., & Greiff, S. (2020). Are the machines taking over? Benefits and challenges of using algorithms in (short) scale construction. European Journal of Psychological Assessment, 36, 217–219.
Farrell, A. M. (2010). Insufficient discriminant validity: A comment on Bove, Pervan, Beatty, and Shiu (2009). Journal of Business Research, 63, 324–327.
Field, A. (2005). Discovering statistics using SPSS. London: Sage Publications.
Flake, J. K., & Fried, E. I. (2020). Measurement schmeasurement: Questionable measurement practices and how to avoid them. Advances in Methods and Practices in Psychological Science, 3, 456–465.
Fredrickson, B. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218–226.
Galesic, M., & Bosnjak, M. (2009). Effects of questionnaire length on participation and indicators of response quality in a web survey. Public Opinion Quarterly, 73, 349–360.
Hagtvet, K., & Sipos, K. (2016). Creating short forms for construct measures: The role of exchangeable forms. Pedagogika, 66, 689–713.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Prentice Hall.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125–132.
Hu, L. T., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling, 6, 1–55.
JASP Team. (2020). JASP (Version 0.13.1) [Computer software]. Amsterdam: JASP.
Jin, Y., & Zhang, L. J. (2018). The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement. International Journal of Bilingual Education and Bilingualism, 24, 948–962.
Jin, Y., & Zhang, L. J. (2019). A comparative study of two scales for Foreign Language Classroom Enjoyment. Perceptual and Motor Skills, 126, 1,024–1,041.
Kaiser, H. F. (1970). A second-generation little jiffy. Psychometrika, 35, 401–415.
Kanyongo, G. Y. (2005). The influence of reliability on four rules for determining the number of components to retain. Journal of Modern Applied Statistical Methods, 5, 332–343.
Kenny, D. A. (2020). Measuring model fit. Accessed 25 August 2021 at http://davidakenny.net/cm/fit.htm
Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2018). Role of the emotions and classroom environment in willingness to communicate. Studies in Second Language Acquisition, 40, 605–624.
Kline, R. B. (2005). Principles and practice of structural equation modelling (2nd ed.). New York: The Guilford Press.
Kline, P. (2014). An easy guide to factor analysis. Milton Park, UK: Taylor and Francis.
Ko, H. K., & Yi, H. S. (2011). Development and validation of a mathematics anxiety scale for students. Asia Pacific Education Review, 12, 509–521.
Ledesma, R. D., & Valero–Mora, P. (2007). Determining the number of factors to retain in EFA: An easy-to-use computer program for carrying out parallel analysis. Practical Assessment, Research, and Evaluation, 12, 2.
Li, C. (2020). 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, 246–263.
Li, C., Dewaele, J. M., & Hu, Y. (2021). Foreign language learning boredom: Conceptualization and measurement. Applied Linguistics Review. https://doi.org/10.1515/applirev-2020-0124
Li, C., Jiang, G., & Dewaele, J.–M. (2018). Understanding Chinese high school students’ foreign language enjoyment: Validation of the Chinese version of the foreign language enjoyment scale. System, 76, 183–196.
MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52, 537–564.
Marsh, H. W., Ellis, L. A., Parada, R. H., Richards, G., & Heubeck, B. G. (2005). A short version of the Self-Description Questionnaire II: Operationalizing criteria for short-form evaluation with new applications of confirmatory factor analyses. Psychological Assessment, 17, 81–102.
McCroskey, J. C., & Baer, J. E. (1985, November). Willingness to communicate: The construct and its measurement [Paper presentation]. Annual Meeting of the Speech Communication Association, Denver, CO.
McCroskey, J. C., & McCroskey, L. L. (1988). Self-report as an approach to measuring communication competence. Communication Research Reports, 5, 108–113.
McGrew, K. S. (2005). The Cattell–Horn–Carroll theory of cognitive abilities: Past, present, and future. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 136–181). New York: The Guilford Press.
McGuire, B. E., Morrison, T. G., Hermanns, N., Skovlund, S., Eldrup, E., Gagliardino, J., Kokoszka, A., Matthews, D., Pibernik–Okanović, M., Rodríguez–Saldaña, J., de Wit, M., & Snoek, F. J. (2010). Short-form measures of diabetes-related emotional distress: The problem areas in Diabetes Scale (PAID)-5 and PAID-1. Diabetologia, 53, 66–69.
Mierzwa, E. (2018). The relationship between foreign language enjoyment and gender among secondary grammar school students. The Journal of Education, Culture, and Society, 1, 117–135.
Muris, P., Schmidt, H., Merckelbach, H., & Schouten, E. (2001). Anxiety sensitivity in adolescents: Factor structure and relationships to trait anxiety and symptoms of anxiety disorders and depression. Behaviour Research and Therapy, 39, 89–100.
Oh, M. J. T. (1997). Beliefs about language learning and foreign language anxiety: A study of American university students learning Japanese. (Unpublished doctoral dissertation). University of Texas at Austin, Austin, TX.
Olaru, G., Witthöft, M., & Wilhelm, O. (2015). Methods matter: Testing competing models for designing short-scale Big-Five assessments. Journal of Research in Personality, 59, 56–68.
Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1997). Foreign language anxiety among college students [Paper presentation]. Annual Meeting of the Mid-South Educational Research Association, Memphis, TN.
Park, G. P., & French, B. F. (2013). Gender differences in the foreign language classroom anxiety scale. System, 41, 462–471.
Pavelescu, L. M. (2019). Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases. Studies in Second Language Learning and Teaching, 9, 55–82.
Pawlak, M., Kruk, M., & Zawodniak, J. (2020a). Individual trajectories of boredom in learning English as a foreign language at the university level: Insights from three students’ self-reported experience. Innovation in Language Learning and Teaching, 15, 263–278.
Pawlak, M., Kruk, M., & Zawodniak, J. (2020b). Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English. Language Teaching Research. https://doi.org/10.1177/1362168820914004
Phillips, E. M. (1992). The effects of language anxiety on students' oral test performance and attitudes. Modern Language Journal, 76, 14–26.
Piechurska–Kuciel, E. (2017). L2 or L3? Foreign language enjoyment and proficiency. In D. Gabryś–Barker, D. Gałajda, A. Wojtaszek, P. Zakrajewski (Eds.), Multiculturalism, multilingualism and the self (pp. 97–111). New York: Springer.
Putnam, S. P., & Rothbart, M. K. (2006). Development of short and very short forms of the Children's Behavior Questionnaire. Journal of Personality Assessment, 87, 102–112.
Raborn, A. W., & Leite, W. L. (2018). ShortForm: An R package to select scale short forms with the ant colony optimization algorithm. Applied Psychological Measurement, 42, 516–517.
Rolstad, S., Adler, J., & Rydén, A. (2011). Response burden and questionnaire length: Is shorter better? A review and meta-analysis. Value in Health, 14, 1,101–1,108.
Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48, 1–36.
Ryan, R. M., Connell, J. P., & Plant, R. W. (1990). Emotions in nondirected text learning. Learning and Individual Differences, 2, 1–17.
Saito, K., Dewaele, J.–M., Abe, M., & In'nami, Y. (2018). Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning, 68, 709–743.
Schoeni, R. F., Stafford, F., McGonagle, K. A., & Andreski, P. (2013). Response rates in national panel surveys. The Annals of the American Academy of Political and Social Science, 645, 60–87.
Schroeders, U., Wilhelm, O., & Olaru, G. (2016). Meta-heuristics in short scale construction: Ant colony optimization and genetic algorithm. Plos One, 11, e0167110.
Shao, K., Nicholson, L., Kutuk, G., & Lei, F. (2020). Emotions and instructed language learning: Proposing a second language emotions and positive psychology model under the current wave of positive psychology in second language acquisition. Frontiers in Psychology, 11, 2,142.
Shirvan, M. E., & Taherian, T. (2021). 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, 31–49.
Shirvan, M. E., Taherian, T., & Yazdanmehr, E. (2020). The dynamics of foreign language enjoyment: An ecological momentary assessment. Frontiers in Psychology, 11, 1391.
Smith, G. T., McCarthy, D. M., & Anderson, K. G. (2000). On the sins of short-form development. Psychological Assessment, 12, 102–111.
Stevanovic, D. (2014). Is the Quality of Life Enjoyment and Satisfaction Questionnaire–Short Form (Q-LES-Q-SF) a unidimensional or bidimensional instrument? Quality of Life Research, 23, 1,299–1,300.
Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Needham Heights, MA: Allyn and Bacon.
Wei, H., Gao, K., & Wang, W. (2019). Understanding the relationship between grit and foreign language performance among middle school students: The roles of foreign language enjoyment and classroom environment. Frontiers in Psychology, 10, 1,508.
White, C. J. (2013). Higher education emotions: A scale development exercise. Higher Education Research & Development, 32, 287–299.
Zaiţ, A., & Bertea, P. S. P. E. (2011). Methods for testing discriminant validity. Management & Marketing Journal, 9, 217–224.
Zhang, H., Dai, Y., & Wang, Y. (2020). Motivation and second foreign language proficiency: The mediating role of foreign language enjoyment. Sustainability, 12, 1,302.
Zwick, W. R., & Velicer, W. F. (1986). Comparison of five rules for determining the number of components to retain. Psychological Bulletin, 99, 432.
