Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?

Dewaele, Jean‐Marc; MacIntyre, Peter D.

doi:10.1590/1984-6398202218487

Cited by 10 publications

(4 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Qualitative data also inform us that the teacher, not unexpectedly, is central to this process. Dewaele and MacIntyre (2022) had already researched to what extent the teacher is central to FLE and that teacher friendliness and encouraging approach are correlated to a higher level of FLE (Li et al, 2018: Dewaele et al, 2019Dewaele and MacIntyre, 2022). What is new in this study, and it is worth pointing out, is that the approach of the teachers is not merely based on their goodwill but on the strategic and planned decision to try a new approach (positive language education) and to implement PP interventions.…”

Section: Discussionmentioning

confidence: 82%

The predictive effect of subjective well-being and stress on foreign language enjoyment: The mediating effect of positive language education

Ergün

Demirdağ²

2023

Front. Psychol.

View full text Add to dashboard Cite

The present study is the first to investigate the extent to which positive language education can improve foreign language enjoyment in the same learners. At the same time, it explores the relation between life quality variables, subjective well-being (SWB), and stresses that have emerged as important variables to explain foreign language enjoyment (FLE). Participants were 50 native speakers of Turkish, university students, 24 having a high proficiency in one language (English) and 26 having a high proficiency in two languages (French and English). Quantitative data were collected before and after the intervention (“3 Good Things” and “Use your Strength and Virtues in a Creative Way”) and qualitative data were collected at the end of the course. The results of pre-test and post-test analysis were not significant FLE (t(49) = −1.3, p > 0.05), SWB (t(49) = −0.58, p > 0.05), and stress (t(49) = −0.7, p > 0.05). Manova with a level of multilingualism as a fixed factor revealed that there was a significant difference in the pre-test and post-test F(3, 46) = 3.49, p < 0.023, Wilk’s Λ = 0.81, partial η2 = 0.023. The Between Subjects’ Test reveals a significant difference in the level of SWB (F(1, 48) = 7.04, p < 0.01) and FLE (F(1, 48) = 8.5, p < 0.005), but not for the level of stress (F(1, 48) = 0.29, p < 0.59). A subsequent set of regressions revealed that in pre-test there is not a significant effect of the factors on the dependent variable (R2 = 0.20, R2 adjusted = 0.140). The analysis after the intervention shows a significant effect of the SWB on FLE R2 = 0.35, R2 adjusted = 0.31, Beta = 0.25, p < 0.002. The analysis of the quantitative data supports the statistical analysis as students report that the intervention has helped to improve the atmosphere in the classroom as well as their general attitude in life and they have learned valuable knowledge about themselves as an added value to the acquisition of the new language. We conclude that positive language education can increase the level of subjective well-being in students and that, in turn, improves the level of positive emotions in the language classroom.

show abstract

Section: Discussionmentioning

confidence: 82%

The predictive effect of subjective well-being and stress on foreign language enjoyment: The mediating effect of positive language education

Ergün

Demirdağ²

2023

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Analysis of descriptions of enjoyable episodes by participants in Dewaele and MacIntyre [21] showed that FLE was linked to specific classroom activities that allowed a degree of autonomy, peer recognition, a realization of progress, teacher recognition and teacher skills. In a follow-up study using the same database, Dewaele and MacIntyre [12] compared the proportion of time in a state of flow among EFL learners and FL learners of languages other than English (LOTE). LOTE learners reported spending a significantly higher proportion of class time in a state of flow than the EFL group, but the effect size was small.…”

Section: Learners' Emotions In Positive Psychologymentioning

confidence: 99%

“…The participants were then asked to rate their emotions (not included in the present study) and the time spent in a state of flow, both pre-pandemic in their in-person classes and in their ERT setting. They filled out items extracted from Larson and Csíkszentmihályi's [44] Experience Sampling Method and used in Dewaele and MacIntyre [12,13]. The items were preceded by the question: "What percentage of EFL class time does this apply to you (ranging from 0%-never to 100%-always)?…”

Section: The Instrumentsmentioning

confidence: 99%

“…Research has shown that the emergence of flow in the FL is gradual and increases as learners become more advanced and more proficient. Experiencing a state of flow is exhilarating and has positive longer-term effects on motivation [11][12][13][14][15] The present study will focus more specifically on the experience of flow in ERT and in-person FL classrooms.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Is Flow Possible in the Emergency Remote Teaching Foreign Language Classroom?

2022

Self Cite

View full text Add to dashboard Cite

The present study focuses on the experience of flow among 168 Arab and Kurdish English Foreign Language (EFL) learners in both in-person and emergency remote teaching (ERT) classes. Statistical analyses of questionnaire data revealed that learners did experience flow in their ERT classes but for a significantly shorter time than in the pre-pandemic in-person classes. Those who experienced flow in in-person classes were also more likely to experience it in ERT classes. In the in-person classes, the proportion of time in flow was linked to age, self-rated proficiency, attitudes toward English, attitudes toward the teacher, and the teacher frequency of use of English. In contrast, in ERT classes, the proportion of time in flow was only linked to attitude toward the teacher. This is interpreted as evidence that the ERT does not just cause physical and social isolation but also mental isolation.

show abstract

Unit 6 Overview: The Practice of Neuroaesthetics

Borowicz Richardson,

Papuc

2024

Neuroaesthetics

View full text Add to dashboard Cite

This chapter explores the practice of neuroaesthetics research, highlighting its collaborative nature and its applications in both artistic and academic settings. It proposes problem-based learning (PBL) as a suitable technique for neuroaesthetics research, emphasising its value in transforming researchers' perspectives and interactions. The benefits and challenges of using PBL are examined in the context of collaborative artistic projects, as well as in the classroom and Humanities research. The chapter also addresses emerging issues concerning copyrights, ethics, and permissions in PBL collaborations.Overall, the authors provide general considerations on PBL usage that will appeal to both specialists and non-specialists in the field. They present the technique of problem-based learning as essentially suited for neuroaesthetics research and point out the value of PBL principles in terms of lifestyles and social habits.

show abstract

Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?

Cited by 10 publications

References 62 publications

The predictive effect of subjective well-being and stress on foreign language enjoyment: The mediating effect of positive language education

The predictive effect of subjective well-being and stress on foreign language enjoyment: The mediating effect of positive language education

Is Flow Possible in the Emergency Remote Teaching Foreign Language Classroom?

Unit 6 Overview: The Practice of Neuroaesthetics

Contact Info

Product

Resources

About