Sources and effects of foreign language enjoyment, anxiety, and boredom: A structural equation modeling approach

Studies in Second Language Acquisition, Journal Year: 2022, Volume and Issue: 45(2), P. 461 - 479

Published: Sept. 7, 2022

Abstract The present study is among the first to investigate how three foreign language (FL) emotions, namely FL enjoyment (FLE), anxiety (FLCA), and boredom (FLB), are related each other. It consider emotions shaped by one learner-internal variable (attitude toward FL), two perceived teacher behaviors (frequency of use in class unpredictability), all these variables jointly affect leaners’ achievement. Participants were 332 learners from over world studying a wide variety FLs who filled out an online questionnaire. A close-fitting structural equation model revealed associations between FLE, FLCA, FLB. Teacher positively affected with no discernible effect on FLB or FLCA. Only FLCA was found have (negative) academic confirms complex relationship positive classroom.

Language: Английский

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A Three-Body Problem: The effects of foreign language anxiety, enjoyment, and boredom on academic achievement

Annual Review of Applied Linguistics, Journal Year: 2023, Volume and Issue: 43, P. 7 - 22

Published: March 1, 2023

Abstract This study is part of a growing wave interest in foreign language (FL) learners’ emotions, their sources, and effects. Previous studies have confirmed that there clear relationship between the emotions enjoyment (FLE), classroom anxiety (FLCA), boredom (FLB), performance. However, relative importance each emotion as predictor FL performance has yet to be examined, different teaching learning strategies can elicit it difficult determine whether teachers learners should prioritize specific course design study. We, therefore, utilized structural equation modeling latent dominance analysis on sample 502 Moroccan EFL order examine predicting We argue crucial use sophisticated statistical analyses collect samples from outside Western, educated, industrialized, rich, democratic (WEIRD) countries. The revealed FLCA had strongest (negative) effect English test scores. FLB significant—but slightly weaker—negative FLE weaker still—positive effect. As such, vital not underestimate impact learning.

Language: Английский

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Modeling the relationship between classroom emotions, motivation, and learner willingness to communicate in EFL: applying a holistic approach of positive psychology in SLA research

Journal of Multilingual and Multicultural Development, Journal Year: 2022, Volume and Issue: 45(7), P. 2465 - 2483

Published: March 24, 2022

This study utilises a holistic approach of positive psychology (PP) in the second language acquisition (SLA) domain to test model willingness communicate English (L2WTC) among 328 Saudi learners. The examines how potential connections learners' negative emotions (anxiety and boredom), (enjoyment grit), motivation have effect on learner L2WTC. Questionnaire data were analyzed using partial least squares structural equation modelling (PLS-SEM) analysis identify verify direct, indirect, total effects model. final adequately fit data. All except boredom significantly directly predicted strongest direct predictors L2WTC motivation, followed by anxiety. Grit affected enjoyment mediated relationship between Significant paths detected from anxiety enjoyment, grit, indirect shown through mediation these variables. Anxiety had largest L2WTC, motivation. These findings support feasibility perspective PP SLA which emotional/affective variables can inherently interact account for via classroom pedagogical interventions emotion regulation.

Language: Английский

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Artificial intelligence in EFL speaking: Impact on enjoyment, anxiety, and willingness to communicate

System, Journal Year: 2024, Volume and Issue: 121, P. 103259 - 103259

Published: Feb. 16, 2024

Language: Английский

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Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment

Task-based language teaching, Journal Year: 2024, Volume and Issue: unknown, P. 84 - 110

Published: May 23, 2024

This study aims to conceptualize and measure task-specific enjoyment examine its links with general foreign language enjoyment. A 23-item Task Enjoyment Scale was developed based on interview data obtained after the completion of an L2 oral task. The scale subsequently validated two cohorts Chinese university EFL learners. Exploratory factor analysis revealed three dimensions: task enjoyment-self, enjoyment-task characteristics, enjoyment-social. Further confirmatory analyses confirmed a 10-item representing three-factor structure. Correlation varying positive relationships between enjoyment, their dimensions. We highlight that may be foundation learners also bring enduring specific task, contributing temporary experience which linked performance. conclude whether or general, is vital, primary non-linguistic goal for teachers make tasks/learning as enjoyable possible.

Language: Английский

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Disentangling the causal role of motivation, enjoyment, and anxiety in second language speech learning: A final report

Studies in Second Language Acquisition, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 27

Published: Feb. 11, 2025

Abstract While our earlier report focused on the initial four months of dataset (Saito et al., 2018, Language Learning ), this study investigates relationship between individual differences in motivation (Ideal Self and Ought–to Self), emotions (Enjoyment Anxiety), L2 speech learning among 121 Japanese English–as–a–Foreign–Language high school students over 1.5–years. Participants’ proficiency consistently improved at each testing point (6 months, 10 1.5 years), while their emotions, measured through questionnaires, remained relatively stable. The results structural equation modeling suggest that motivation, acquisition may evolve. Within first 6-10 data indicated a correlational relationship, highlighting mutual influence acquisition. However, as progressed beyond one year, after had fully adapted to educational settings, clearer causal emerged: Enhanced more positive were linked increased classroom practice, leading significant gains proficiency. predictive roles Anxiety unclear longitudinal dataset.

Language: Английский

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How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation

Language Teaching Research, Journal Year: 2022, Volume and Issue: unknown

Published: May 3, 2022

The current study investigates how foreign language enjoyment (FLE), classroom anxiety (FLCA) and attitude/motivation (AM) of 360 learners English, German, French Spanish in a Kuwaiti university was shaped over the course one semester by three teacher behaviours: frequency using (FL) class, predictability joking. Linear mixed modelling revealed positive relationship between behaviours FLE as well AM, but no significant emerged with FLCA. Multiple comparison analyses showed that levels dropped significantly among students whose joked very infrequently infrequently. It thus seems absence jokes had delayed cumulative effect on FLE. No interaction effects were found time for FLCA AM. We conclude affect both AM FLE, joking actually shapes time.

Language: Английский

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A model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among EFL teachers

Frontiers in Psychology, Journal Year: 2023, Volume and Issue: 14

Published: March 8, 2023

Because of the importance positive emotions in second language (L2) acquisition, researchers have undertaken studies to investigate L2 learners' emotions. Nevertheless, teachers' still require more scholarly attention. Against this backdrop, we sought test a model growth mindset, teaching enjoyment, work engagement, and teacher grit among English as foreign (EFL) teachers. To end, 486 Chinese EFL teachers volunteered partake an online survey completed questionnaires four constructs question. Confirmatory factor analysis was performed ensure construct validity used scales. Then structural equation modeling (SEM) hypothesized model. SEM results indicated that grit, mindset directly predicted engagement. In addition, enjoyment affected engagement indirectly via mediation grit. Likewise, mediated effect on Finally, implications these findings are discussed.

Language: Английский

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An investigation into the association between student-perceived affective teacher variables and students’ L2-Grit

Journal of Multilingual and Multicultural Development, Journal Year: 2023, Volume and Issue: unknown, P. 1 - 17

Published: May 15, 2023

This study sought to probe the relationship between perceived affective L2 teacher variables (i.e. support, enthusiasm, and appreciation) students' grit. Drawing on a quantitative research design sample of 285 Turkish ELT undergraduate students, we employed structural equation modelling (SEM) analysis identify interplay among these latent their subcomponents, way they influence learners' The results indicated that EFL domain-specific grit was significantly influenced by teachers' appreciation, enthusiasm. Moreover, enthusiasm found play strongest predictive role in implies academically/emotionally supportive, enthusiastic, appreciative attitudes language classes can act as strong drives for enhancing perseverance effort consistency interest. findings add our understanding teacher-related antecedents learner

Language: Английский

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Age effects in second language acquisition: Expanding the emergentist account

Brain and Language, Journal Year: 2023, Volume and Issue: 241, P. 105269 - 105269

Published: May 5, 2023

Language: Английский

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