Education; Language and Linguistics; Linguistics and Language
Résumé :
[en] The present study is among the first to investigate how three foreign language (FL) emotions, namely FL enjoyment (FLE), anxiety (FLCA), and boredom (FLB), are related to each other. It is the first study to consider how the three FL emotions are shaped by one learner-internal variable (attitude toward the FL), by two perceived teacher behaviors (frequency of use of the FL in class and unpredictability), and how all these variables jointly affect leaners' FL achievement. Participants were 332 FL learners from all over the world studying a wide variety of FLs who filled out an online questionnaire. A close-fitting structural equation model revealed associations between FLE, FLCA, and FLB. Teacher behaviors positively affected FLE, with no discernible effect on FLB or FLCA. Only FLCA was found to have a (negative) effect on academic achievement. The study confirms the complex relationship between teacher behaviors and positive emotions in the FL classroom.
Disciplines :
Education & enseignement
Auteur, co-auteur :
Dewaele, Jean-Marc ; Birkbeck, University of London, London, United Kingdom
BOTES, Elouise ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) > Cognitive Science and Assessment ; University of Vienna, Vienna, Austria
Artino Jr., A. R., Holmboe, E. S., & Durning, S. J., (2012). Can achievement emotions be used to better understand motivation, learning, and performance in medical education? Medical Teacher, 34, 240-244.
Becker, E. S., Goetz, T., Morger, V., & Ranellucci, J., (2014). The importance of teachers' emotions and instructional behavior for their students' emotions: An experience sampling analysis. Teaching and Teacher Education, 43, 15-26.
Botes, E., Dewaele, J.-M., & Greiff, S., (2020a). The power to improve: Effects of multilingualism and perceived proficiency on enjoyment and anxiety in foreign language learning. European Journal of Applied Linguistics, 8, 1-28.
Botes, E., Dewaele, J.-M., & Greiff, S., (2020b). The Foreign Language Classroom Anxiety Scale and academic achievement: An overview of the prevailing literature and a meta-analysis. The Journal for the Psychology of Language Learning, 2, 26-56.
Botes, E., Dewaele, J.-M., & Greiff, S., (2021). The development and validation of the Short-form Foreign Language Enjoyment Scale (S-FLES). The Modern Language Journal, 105, 858-876.
Botes, E., Dewaele, J.-M., & Greiff, S., (2022). Taking stock: A meta-analysis of the effects of Foreign Language Enjoyment. Studies in Second Language Learning and Teaching 12 (2), 205-232.
Byrne, B. M., (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. Erlbaum.
Csíkszentmihályi, M., (1990). Flow: The psychology of optimal experience. Harper Collins.
De Smet, A., Mettewie, L., Galand, B., Hiligsmann, P., & Van Mensel, L., (2018). Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter? Studies in Second Language Learning and Teaching, 8, 47-71.
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, 11-22.
Dewaele, J.-M., Chen, X., Padilla, A. M., & Lake, J., (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology. Language Sciences, 10, 2128.
Dewaele, J.-M., & Dewaele, L., (2020). 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, 4565.
Dewaele, J.-M., Franco Magdalena, A., & Saito, K., (2019). The effect of perception of teacher characteristics on Spanish EFL Learners' anxiety and enjoyment. The Modern Language Journal, 103, 412-427.
Dewaele, J.-M., & Li, C., (2021). Teacher enthusiasm and students' social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, 25 (6), 922-945.
Dewaele, J.-M., & Li, C., (2022). Foreign language enjoyment and anxiety: Associations with general and domain-specific English achievement. Chinese Journal of Applied Linguistics, 45, 32-48.
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 Teaching, 4, 237-274.
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. D. MacIntyre, T. Gregersen, & S. Mercer, (Eds.), Positive psychology in SLA (pp. 215-236). 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). Routledge.
Dewaele, J.-M., Özdemir, C., Karci, D., Uysal, S., Özdemir, E. D., & Balta, N., (2022). How distinctive is the foreign language enjoyment and foreign language classroom anxiety of Kazakh learners of Turkish? Applied Linguistics Review, 13, 243-265.
Dewaele, J.-M., & Pavelescu, L., (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., & Proietti ErgÜn, A. L., (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., Saito, K., & Halimi, F., (2022a). How teacher behaviour shapes Foreign Language learners' enjoyment, anxiety and motivation: A mixed modelling longitudinal investigation. Language Teaching Research Advance online publication. https://doi.org/10.1177/13621688221089601
Dewaele, J.-M., Saito, K., & Halimi, F., (2022b). How foreign language enjoyment acts as a buoy for sagging motivation: A longitudinal investigation. Applied Linguistics. Advance online publication. https://doi.org/10.1093/applin/amac033
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.
Effiong, O., (2016). Getting them speaking: Classroom social factors and foreign language anxiety. TESOL Journal, 7, 132-161.
Elahi Shirvan, M., Taherian T., & Yazdanmehr, E., (2020). The dynamics of foreign language enjoyment: An ecological momentary assessment. Frontiers in Psychology, 11, 1391.
Elahi Shirvan, M., Taherian T., & Yazdanmehr, E., (2021). Foreign language enjoyment: A longitudinal confirmatory factor analysis-curve of factors model. Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/1080/01434632.2021.1874392
Fuchs, C., & Diamantopoulos, A., (2009). Using single-item measures for construct measurement in management research: Conceptual issues and application guidelines. Die Betriebswirtschaft, 69, 195.
Goetz, T., LÜdtke, O., Nett, U. E., Keller, M. M., & Lipnevich, A. A., (2013). Characteristics of teaching and students' emotions in the classroom: Investigating differences across domains. Contemporary Educational Psychology, 38, 383-394.
Goldin, G. A., (2014). Perspectives on emotion in mathematical engagement, learning, and problem solving. In R. Pekrun, & L. Linnenbrink-Garcia, (Eds.), International Handbook of Emotions in Education (pp. 391-414). Routledge.
Horwitz, E. K., (2017). On the misreading of Horwitz, Horwitz and Cope (1986) and the need to balance anxiety research and the experiences of anxious language learners. In C. Gkonou, M. Daubney, & J.-M. Dewaele, (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 31-50). Multilingual Matters.
Horwitz, E., Horwitz, M., & Cope, J., (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.
JASP Team (2020). JASP (Version 0.13.1) [Computer software].
Jiang, Y., (2020). An investigation of the effect of teacher on Chinese university students' foreign language enjoyment. Foreign Language World, 196, 60-68.
Jiang, Y., & Dewaele, J.-M., (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System, 82, 13-25.
Kenny, D. A., (2020). Measuring Model Fit. http://davidakenny.net/cm/fit.htm
Kruk, M., (2016). Variations in motivation, anxiety and boredom in learning English in second life. The EuroCALL Review, 24, 25-39.
Kruk, M., (2022). Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in second life: The case of two advanced learners of English. Computer Assisted Language Learning, 35, 190-216.
Kruk, M., & Zawodniak, J., (2018). Boredom in practical English language classes: Insights from interview data. In L. Szymański, J. Zawodniak, A. Łobodziec, & M. Smoluk, (Eds.), Interdisciplinary views on the English language, literature and culture (pp. 177-191). Uniwersytet Zielonogórski.
Lee, J. S., & Lee, K., (2021). The role of informal digital learning of English and L2 motivational self system in foreign language enjoyment. British Journal of Educational Technology, 52, 358-373.
Lee, M., Na, H. M., Kim, B., Kim, S. Y., Park, J., & Choi, J. Y., (2021). Mediating effects of achievement emotions between peer support and learning satisfaction in graduate nursing students. Nurse Education in Practice, 52, 103003.
Lei, H., Cui, Y., & Chiu, M. M., (2018). The relationship between teacher support and students' academic emotions: A meta-analysis. Frontiers in Psychology, 8, 2288.
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., (2021). A control-value theory approach to boredom in English classes among university students in China. The Modern Language Journal, 105, 317-334.
Li, C., & Dewaele, J.-M., (2021). How do classroom environment and general grit predict foreign language classroom anxiety of Chinese EFL students? The Journal for the Psychology of Language Learning 3 (2), 22-34.
Li, C., & Han, Y., (2022). The predictive effects of foreign language anxiety, enjoyment, and boredom on learning outcomes in online English classrooms. Modern Foreign Languages《现代外 » 》, 45, 207-219.
Li, C., Huang, J., & Li, B., (2021). The predictive effects of classroom environment and trait emotional intelligence on foreign language enjoyment and anxiety. System, 96, 102393.
Li, C., & Wei, L., (2022). Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? Studies in Second Language Acquisition. Advance online publication. https://doi.org/10.1017/S0272263122000031
Liu, H. J., & Cheng, S. H., (2014). Assessing language anxiety in EFL students with varying degrees of motivation. Electronic Journal of Foreign Language Teaching, 11, 285-299.
Liu, M., & Huang, W., (2011). An exploration of foreign language anxiety and English learning motivation. Education Research International, 2011, 1-8.
MacIntyre, P. D., (1992). Anxiety and language learning from a stages of processing perspective (Unpublished doctoral dissertation). The University of Western Ontario.
MacIntyre, P. D., (2017). An overview of language anxiety research and trends in its development. In C. Gkonou, M. Daubney, & J.-M. Dewaele, (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 11-30). Multilingual Matters.
MacIntyre, P. D., Dörnyei, Z., & Henry, A., (2015). Conclusion: Hot enough to be cool: The promise of dynamic systems research. In Z. Dörnyei, P. D. MacIntyre, & A. Henry, (Eds.) Motivational Dynamics in Language Learning (pp. 419-429). Multilingual Matters.
MacIntyre, P. D., & Gregersen, T., (2012). Emotions that facilitate language learning: The positive broadening power of the imagination. Studies in Second Language Learning and Teaching, 2, 193-213.
Neisi, S., & Yamini, M., (2009). Relationship between self-esteem, achievement motivation, FLCA, and EFL learners' academic performance. Journal of Psychological Achievements, 16, 153-166.
Ness Evans, A., & Rooney, B. J., (2013). Methods in psychological research. 3rd ed. SAGE Publications.
Pawlak, M., Zawodniak, J., & Kruk, M., (2020). Boredom in the foreign language classroom: A micro-perspective. Springer.
Pawlak, M., Zawodniak, J., & Kruk, M., (2021). 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.
Pekrun, R., (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and im-plications for educational research and practice. Educational Psychology Review, 18, 315-341.
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P., (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102, 531-549.
Pekrun, R., & Perry, R. P., (2014). Control-value theory of achievement emotions. In R. Pekrun, & L. Linnenbrink-Garcia, (Eds.), International handbook of emotions in education (pp. 130-151). Routledge.
Pekrun, R., & Stephens, E. J., (2010). Achievement emotions: A control-value approach. Social and Personality Psychology Compass, 4, 238-255.
Petrescu, M., (2013). Marketing research using single-item indicators in structural equation models. Journal of Marketing Analytics, 1, 99-117.
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). Springer.
Resnik, P., & Dewaele, J.-M., (2021). Learner emotions, autonomy and trait emotional intelligence in in-person versus emergency remote English Foreign Language teaching in Europe. Applied Linguistics Review. Advance online publication. https://doi.org/10.1515applirev-2020-0096
Resnik, P., Dewaele, J.-M., & Knechtelsdorfer, E., (2022). Differences in foreign language anxiety in regular and online EFL classes during the pandemic: A mixed-methods study. TESOL Quarterly. Advance online publication. https://doi.org/10.1002/tesq.3177
Rosseel, Y., (2012). Lavaan: An R package for structural equation modeling and more. Version 0.5-12 (BETA). Journal of Statistical Software, 48, 1-36.
Shao, K., Pekrun, R., Marsh, H. W., & Loderer, K., (2020). Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis. Learning and Instruction, 69, 101356.
Simonton, K. L., & Garn, A., (2019). Exploring achievement emotions in physical education: The potential for the control-value theory of achievement emotions. Quest, 71, 434-446.
Sinatra, G. M., Broughton, S. H., & Lombardi, D., (2014). Emotions in science education. In R. Pekrun, & L. Linnenbrink-Garcia, (Eds.), International handbook of emotions in education (pp. 415-436). Routledge.
Teimouri, Y., Goetze, J., & Plonsky, L., (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41, 363-387.
Ullman, J. B., & Bentler, P. M., (2012). Structural equation modeling. Handbook of Psychology. 2nd ed. Wiley.
Wang, Y., Derakhshan, A., & Zhang, L. J., (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12, 731721.
Wanous, J. P., Reichers, A. E., & Hudy, M. J., (1997). Overall job satisfaction: How good are single-item measures? Journal of Applied Psychology, 82, 247-252.
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, 1508.
Zawodniak, J., Kruk, M., & Pawlak, M., (2021). Boredom as an aversive emotion experienced by English majors. RELC Journal, 0033688220973732.
Zhang, H., Dai, Y., & Wang, Y., (2020). Motivation and second foreign language proficiency: The mediating role of foreign language enjoyment. Sustainability, 12, 1302.
