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The flowering of positive psychology in Foreign Language Teaching and Acquisition research
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The emotional underpinnings of Gardner’s Attitudes and Motivation Test Battery
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Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes
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The effect of perception of teacher characteristics on Spanish EFL Learners’ anxiety and enjoyment
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The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety
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The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English Foreign Language Learners
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The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety
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Planning and conducting ethical interviews: power, language and emotions
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How distinctive is the Foreign Language Enjoyment and Foreign Language Classroom Anxiety of Kazakh learners of Turkish?
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The effects of linguistic proficiency, trait emotional intelligence and cultural background on emotion recognition by English native speakers
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The relationship between incommensurable emotions and willingness to communicate in English as a Foreign Language: a multiple case study
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If classroom emotions were music, teachers would be conductors and learners would be members of the orchestra
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When elephants fly: the lift-off of emotion research in applied linguistics
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“Cunt”: on the perception and handling of verbal dynamite by L1 and LX users of English
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Understanding Chinese high school students’ foreign language enjoyment: validation of the Chinese version of the Foreign Language Enjoyment Scale
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Abstract:
Scholarly attention for Foreign Language Enjoyment (FLE) has sharply increased in the past three years for its role in facilitating language learning as well as promoting language learners’ well-being. However, the conceptualization and measurement of FLE in China, which has the largest number of EFL learners in the world, is only just starting. Adopting a mixed-method approach, the current study examined the psychometric properties of the Chinese Version of the Foreign Language Enjoyment Scale, and investigated FLE in a specific Chinese EFL context. Through surveying two samples of 1,718 students and 360 students in Stages 1 and 2, a new 11-item and 3-factor model (i.e. FLE-Private, FLE-Teacher, and FLE-Atmosphere) was confirmed and validated. The students scored highest on FLE-Teacher, followed by FLE-Private and FLE-Atmosphere. The analysis of the qualitative data collected from 64 participants in Stage 3 showed that beyond the general factors linked to the teacher and peers, the individual experience of FLE is shaped by a large range of learner-internal and learner-external variables.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/22800/ https://eprints.bbk.ac.uk/id/eprint/22800/3/22800.pdf https://doi.org/10.1016/j.system.2018.06.004
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The effect of positive orientation and perceived social support on foreign language classroom anxiety
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Language anxiety in Chinese dialects and Putonghua among college students in mainland China: the effects of sociobiographical and linguistic variables
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Enjoyment and anxiety in second language communication: an idiodynamic approach
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