English as a foreign language; foreign language boredom; foreign language classroom anxiety; foreign language enjoyment; teaching method; Education; Linguistics and Language
Abstract :
[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 11 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 were positively correlated. An axiological analysis of the qualitative data showed that pupils in intense, authentic communication classes reported more FLE, less FLCB, and equal FLCA compared with peers in the standard teaching classes. Pedagogical implications are presented.
Disciplines :
Education & instruction
Author, co-author :
Dewaele, Jean-Marc; Institute of Education, University College London, University of London, London, United Kingdom
Guedat-Bittighoffer, Delphine; Université d’Angers, Angers, France
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; Université de Nantes, Nantes, France
External co-authors :
yes
Language :
English
Title :
How Intense and Authentic Communication in Foreign Language Classes Has a Positive Effect on Learner Emotions
In a pseudo-longitudinal design “samples of learner language are collected from groups of learners of different proficiency levels at a single point in time. A longitudinal picture can then be constructed by comparing the devices used by the different groups according to their proficiency” (Ellis & Barkhuizen, 2005, p. 97).
We refer to our participants by numbering them P1, P2, . . .. Participants’ comments in French were translated by us.
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