Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment

Resnik, Pia; Schallmoser, Christine

doi:10.14746/ssllt.2019.9.3.6

Cited by 32 publications

(27 citation statements)

References 45 publications

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“…It has positive subjective experiences, positive individual traits, and positive institution as its three main pillars ( Seligman and Csikszentmihalyi, 2000 ; Dewaele et al, 2019 ). Since positive psychology was introduced into SLA a few years ago ( MacIntyre and Mercer, 2014 ), it has instigated a number of studies on positive emotions in SLA, particularly enjoyment (e.g., Jin and Zhang, 2018 , 2019 ; Resnik and Schallmoser, 2019 ; Dewaele and Dewaele, 2020 ). More recently, researchers have attempted to investigate ways of anxiety reduction from a positive psychology perspective.…”

Section: Literature Reviewmentioning

confidence: 99%

Contracting Students for the Reduction of Foreign Language Classroom Anxiety: An Approach Nurturing Positive Mindsets and Behaviors

2020

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The quasi-experimental study reported in this paper investigated whether contracting students' speaking in the foreign language (FL) classroom could effectively mitigate their FL classroom anxiety. It also explored the working mechanisms of this approach to the reduction of classroom anxiety and examined the attitudes FL students had toward it. To these ends, 42 Chinese-as-the-first-language university students learning English as a foreign language (EFL) were recruited and placed into the experimental (n = 20) and comparison groups (n = 22). Both groups were tested for anxiety before and after completing a 1-week contract and a non-contracting treatment, respectively. The experimental group participants' diaries were also collected, and their attitudes toward the intervention were elicited. Results showed that the experimental group's level of anxiety decreased significantly more as compared with that of the comparison group, suggesting the better efficacy of contracting speaking in FL anxiety reduction. Diary analyses also suggested that contracting speaking could increase learners' FL learning engagement; enhance their self-efficacy; facilitate their self-reflection of weaknesses and strengths as an FL learner; cultivate their character strengths and positive emotions; and diminish their fear, nervousness, and worries in class. Furthermore, the experimental group participants generally did not feel uncomfortable with the intervention. These findings were discussed in relation to classroom pedagogy for more effective delivery of FL education.

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Section: Literature Reviewmentioning

confidence: 99%

Contracting Students for the Reduction of Foreign Language Classroom Anxiety: An Approach Nurturing Positive Mindsets and Behaviors

2020

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“…Participants in this research were international students who study and live in an English-speaking country, thus their self-reported levels of listening anxiety and enjoyment likely targeted emotions both inside and outside the classroom. Considering that high exposure to the target culture might alleviate language anxiety and increase enjoyment (Aneiro;1989;Resnik & Schallmoser, 2019), students who study the L2 in their home country may use the L2 only in classrooms. Thus, they may have different emotional experiences and different patterns of strategy use.…”

Section: Limitations and Future Research Directionsmentioning

confidence: 99%

Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness

Wang

MacIntyre

2021

10.14746/ssllt

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Emotion in second language acquisition (SLA) has recently received greater attention because it is largely implicated in daily conversations, which may affect second or foreign language (L2) use including listening comprehension. Most research into emotion and L2 listening comprehension is focused exclusively on anxiety, with an attempt to reduce its negative effects on individuals’ listening performance. With the arrival of positive psychology in SLA, researchers began to take a holistic view of a wider range of emotions including enjoyment that language learners experience during their L2 communication. The current study explored the relationships among listening anxiety, enjoyment, listening comprehension performance, and listening metacognitive awareness among a group of 410 international students in a Canadian university. Correlational analyses showed that listening anxiety was negatively correlated with enjoyment. However, these two variables shared only 18% of their variance, indicating that listening anxiety and enjoyment are related but independent emotions. This study suggests that anxiety and enjoyment in L2 listening are not the opposite ends of the same emotional continuum, but each serves a different purpose. L2 learners should work to find intriguing and enjoyable experiences in language learning, rather than focusing merely on reducing anxiety.

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“…MIM serves as social and cultural artifact to grant the impetus for language learning by stimulating multitudes cognitive and metacognitive processing within communicative setting (Resnik & Schallmoser, 2019). To that end, MIM serves as the catalyst for linguistic and cognitive undertaking.…”

Section: Team-based Mobile Learning Via Mimmentioning

confidence: 99%

An Experiment on Mobile Learning to Leverage EFL Learners’ Engagement, Emotional Intelligence, and Learning Motivation

Imamyartha¹,

Wahjuningsih²,

Areta³

et al. 2021

The Journal of AsiaTEFL

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Research has acknowledged Mobile-assisted language learning (MALL) as one efficacious method for leveraging language proficiency across skills and components, leaving the investigation on language learners' motivation and emotional intelligence of peripheral focus, albeit being essential drives for academic success. This study seeks to fill the gaping void by investigating the impact of team-based mobile learning (TBML) as an instructional framework to leverage EFL learners' online learning engagement (OLE), trait emotional intelligence (TEI), and EFL learning motivation. This instructional framework involves a mobile instant messenger (MIM), Telegram, to support collaborative learning both within and beyond class hours. Employing a quasi-experimental approach, the study involved 475 undergraduate students at an Indonesian state university across majors, including nursing, management, science education, and non-formal education, with ages ranging from 18 to 22 years. The findings corroborate significant increment in the abovementioned dimensions resulting from TBML, as opposed to the unworthy increase associated with computer-based LMS. Moderate positive correlations also exist among three pertinent variables. Implications suggest how TBML accords English learners with the authentic learning community armed with myriads discourse resources to empower their multidimensional engagement in meaningful literacy practices.

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Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment

Cited by 32 publications

References 45 publications

Contracting Students for the Reduction of Foreign Language Classroom Anxiety: An Approach Nurturing Positive Mindsets and Behaviors

Contracting Students for the Reduction of Foreign Language Classroom Anxiety: An Approach Nurturing Positive Mindsets and Behaviors

Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness

An Experiment on Mobile Learning to Leverage EFL Learners’ Engagement, Emotional Intelligence, and Learning Motivation

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