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 15 publications

(11 citation statements)

References 62 publications

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“…The finding that LOTE learners reported significantly more enjoyment than EFL learners (albeit with a small effect size) confirms earlier research on frequency of flow in the classroom (Dewaele & MacIntyre, 2022). A closer look at the differences between the LOTE and the EFL groups for the three dimensions of FLE did not reveal striking disparities.…”

Section: Discussionsupporting

confidence: 84%

Are enjoyment, anxiety and attitudes/motivation different in English foreign language classes compared to LOTE classes?

Dewaele,

Saito

2024

10.14746/ssllt

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The current study focuses on the effect of the target language on learner emotions and attitudes/motivation. More specifically, it investigates whether the status and prestige of English results in more positive learner emotions and attitudes/motivation compared to less prestigious languages other than English (LOTE). Statistical analyses of a database of 360 students in an English-speaking university in Kuwait enrolled in English, German, Spanish and French as foreign language classes revealed that the LOTE learners (who also knew English) reported significantly more foreign language enjoyment (FLE), equal levels of foreign language classroom anxiety (FLCA) and – surprisingly – lower levels of attitudes/motivation than their peers studying English. Due to confounding variables, it is impossible to establish the cause of the difference with certainty, but this outcome does show that a stronger motivation to study English does not necessarily translate into more enjoyment in class. In other words, while FLE and attitudes/motivation typically correlate, they are independent concepts.

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Section: Discussionsupporting

confidence: 84%

Are enjoyment, anxiety and attitudes/motivation different in English foreign language classes compared to LOTE classes?

Dewaele,

Saito

2024

10.14746/ssllt

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“…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.

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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.

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“…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%

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

2022

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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.

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

Cited by 15 publications

References 62 publications

Are enjoyment, anxiety and attitudes/motivation different in English foreign language classes compared to LOTE classes?

Are enjoyment, anxiety and attitudes/motivation different in English foreign language classes compared to LOTE classes?

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?

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