[en] This cross-sectional mixed methods study investigates how intense and authentic communication shapes learners’ enjoyment (FLE), anxiety (FLCA) and boredom (FLCB) in class. Participants were 181 beginning English foreign language learners aged eleven in three secondary schools in France. Statistical analyses revealed that pupils in classes with a special focus on intense and authentic communication experienced significantly more FLE and less FLCA and FLCB than their peers in standard classes. Structural equation modelling revealed that intense and authentic communication had the strongest (positive) effect on FLE, followed by negative effects on FLCB and FLCA. FLE was found to be negatively correlated with FLCA and FLCB while FLCA and FLCB shared a positive correlation. An axiological analysis of the qualitative data showed that pupils in intense, authentic communication classes reported more FLE, less FLCB and equal FLCA compared to peers in the standard teaching classes. Pedagogical implications are presented.
Disciplines :
Education & instruction
Author, co-author :
Dewaele, Jean-Marc
Guedat‐Bittighoffer, Delphine
BOTES, Elouise ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) > Cognitive Science and Assessment
Dat, Marie-Ange
External co-authors :
yes
Language :
English
Title :
The effect of teaching method on levels of enjoyment, boredom and anxiety of young French learners of English
Publication date :
2023
Event name :
The 32nd Conference of the European Second Language Association EUROSLA
