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

Detalhes bibliográficos
Autor(a) principal: Dewaele, Jean-Marc
Data de Publicação: 2022
Outros Autores: MacIntyre, Peter
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista Brasileira de Lingüística Aplicada (Online)
Texto Completo: http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18487
Resumo: The present study focused on differences in intensity of Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), and proportion of time in a state of flow among 761 English FL learners and 825 FL learners of Languages Other Than English (LOTE). Participants in the LOTE group reported significantly higher levels FLE and a higher proportion of class time in a state of flow, as well as lower levels of FLCA than the EFL group, although the effect size was very small.  It suggests that the global status and prestige of English does not mean that learners around the world enjoy the classes more, spend more time in a state of flow and experience less anxiety.  The relationships between FLE, FLCA and proportion of class time in a state of flow were also found to be higher in the LOTE group, suggesting stronger emotional involvement.
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spelling Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?Foreign Language Enjoyment, Foreign Language Classroom Anxiety, Flow, English, Languages Other Than English (LOTE).The present study focused on differences in intensity of Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), and proportion of time in a state of flow among 761 English FL learners and 825 FL learners of Languages Other Than English (LOTE). Participants in the LOTE group reported significantly higher levels FLE and a higher proportion of class time in a state of flow, as well as lower levels of FLCA than the EFL group, although the effect size was very small.  It suggests that the global status and prestige of English does not mean that learners around the world enjoy the classes more, spend more time in a state of flow and experience less anxiety.  The relationships between FLE, FLCA and proportion of class time in a state of flow were also found to be higher in the LOTE group, suggesting stronger emotional involvement.Faculdade de Letras - Universidade Federal de Minas GeraisDewaele, Jean-MarcMacIntyre, Peter2022-03-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18487Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 156-180Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 156-180Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 156-1801984-63981676-0786reponame:Revista Brasileira de Lingüística Aplicada (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGenghttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18487/1125614439/*ref*/AL-HOORIE, A. H. Sixty years of language motivation research: Looking back and looking forward. SAGE Open, 2017. https://doi.org/10.1177/2158244017701976 AUBREY, S. Inter-cultural contact and flow in a task-based Japanese EFL classroom. Language Teaching Research, 21(6), 717-734, 2017a. AUBREY, S. Measuring flow in the EFL classroom: Learners’ perceptions of inter-and intra-cultural task-based interactions. TESOL Quarterly, 51(3), p. 661-692, 2017b. BASHORI, M.; VAN HOUT, R.; STRIK, H.; CUCCHIARINI, C. Effects of ASR-based websites on EFL learners’ vocabulary, speaking anxiety, and language enjoyment, System, 99, 2021. https://doi.org/10.1016/j.system.2021.102496 BOTES, E.; DEWAELE, J.-M.; GREIFF, S. The power to improve: Effects of multilingualism and perceived proficiency on enjoyment and anxiety in foreign language learning. European Journal of Applied Linguistics, 8(2), p. 1–28, 2020. BOUDREAU, C.; MACINTYRE, P.D.; DEWAELE, J.-M. Enjoyment and anxiety in second language communication: An idiodynamic approach. Studies in Second Language Learning and Teaching, 8, p. 149-170, 2018. CHO, M. Task complexity and modality: Exploring learners’ experience from the perspective of flow. The Modern Language Journal, 102, p. 162-180, 2018. CHO, M. H.; CHO, Y. J. Online instructors’ use of scaffolding strategies to promote interactions: A scale development study. International Review of Research in Open and Distance Learning, 17(6), p. 108-120, 2016. CSIKSZENTMIHALYI, M. Beyond boredom and anxiety (1st ed.). San Francisco, CA: Jossey-Bass, 1975. CSIKSZENTMIHALYI, M. Flow: The Psychology of Optimal Experience. New York: Harper, 1990. CZIMMERMANN, E.; PINIEL, K. Advanced language learners’ experiences of flow in the Hungarian EFL classroom. In MACINTYRE, P.D.; GREGERSEN, T.; MERCER, S. (Eds.), Positive psychology in SLA Bristol: Multilingual Matters, p. 193-214, 2016. DE SMET, A.; METTEWIE, L.; GALAND, B.; HILIGSMANN, P.; VAN MENSEL, L. Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter? Studies in Second Language Learning and Teaching, 8(1), p. 47-71, 2018. DEWAELE J.-M.; ÖZDEMIR C.; KARCI D.; UYSAL S.; ÖZDEMIR E. D.; BALTA N. How distinctive is the Foreign Language Enjoyment and Foreign Language Classroom Anxiety of Kazakh learners of Turkish? Applied Linguistics Review, 2019. https://doi.org/10.1515/applirev-2019-0021. DEWAELE, J.-M.; PAVELESCU, L. The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: a multiple case study. Innovation in Language Learning and Teaching, 15(1), p. 66-80, 2021. DEWAELE, J.-M.; PAVLENKO, A. Emotion vocabulary in interlanguage. Language Learning, 52(2), p. 265-324, 2002. DEWAELE, J.-M. Investigating the psychological and the emotional dimensions in instructed language learning: Obstacles and possibilities. The Modern Language Journal, 89, p. 367-380, 2005. DEWAELE, J.-M. On emotions in foreign language learning and use. The Language Teacher, 39, p. 13-15, 2015. DEWAELE, J.-M. Reflections on the emotional and psychological aspects of foreign language learning and use. Anglistik. International Journal of English Studies, 22, p. 23-42, 2011. DEWAELE, J.-M. The effect of classroom emotions, attitudes toward English, and teacher behaviour on Willingness to Communicate among English foreign language learners. Journal of Language and Social Psychology, 38(4), 523-535, 2019a. DEWAELE, J.-M. When elephants fly: the lift-off of emotion research in applied linguistics. The Modern Language Journal, 103(2), p. 533-536, 2019b. DEWAELE, J.-M.; ALFAWZAN, M. Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1), 21-25, 2018. DEWAELE, J.-M.; CHEN, X.; PADILLA, A.M.; LAKE, J. The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology. Language Sciences, 10, 2128, 2019. DEWAELE, J.-M.; DEWAELE, L. Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. Studies in Second Language Learning and Teaching, 10, 45-65, 2020. DEWAELE, J.-M.; DEWAELE, L. Learner-internal and learner-external predictors of Willingness to Communicate in the FL classroom. Journal of the European Second Language Association, 2, p. 24-37, 2018. DEWAELE, J.-M.; DEWAELE, L. The dynamic interactions in Foreign Language Classroom Anxiety and Foreign Language Enjoyment of pupils aged 12 to 18: A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1, p. 11-22, 2017. DEWAELE, J.-M.; FRANCO MAGDALENA, A.; SAITO, K. 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. In SATO, M.; LOEWEN, S. (Eds.), Evidence-based second language pedagogy: A collection of Instructed Second Language Acquisition studies. London: Routledge, p. 263-286, 2019. DEWAELE, J.-M.; MACINTYRE, P.D. “You can't start a fire without a spark.” The emergence of flow in foreign language classrooms. Unpublished paper. 2021. DEWAELE, J.-M., MACINTYRE, P.D., BOUDREAU, C.; DEWAELE, L. Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom. Theory and Practice of Second Language Acquisition, 2, 41-63, 2016. DEWAELE, J.-M.; PROIETTI ERGÜN, A. L. Appagamento, atteggiamento/motivazione e ansia nello studio della lingua madre e della lingua straniera in una scuola italiana all’estero. Rassegna Italiana di Linguistica Applicata, 51 (2-3), 203-220, 2020a. DEWAELE, J.-M.; PROIETTI ERGÜN, A. L. How different are the relations between enjoyment, anxiety, attitudes/motivation and course marks in pupils’ Italian and English as Foreign languages? Journal of the European Second Language Association, 4(1), 45–57, 2020b. DEWAELE, J.-M.; WITNEY, J.; SAITO, K.; DEWAELE, L. Foreign language enjoyment and anxiety in the FL classroom: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676-697, 2018. DÖRNYEI, Z. Innovations and challenges in language learning motivation. London – New York: Routledge, 2020. DÖRNYEI, Z.; AL-HOORIE, A. The motivational foundation of learning languages other than global English: Theoretical issues and research directions. The Modern Language Journal, 101(3), 455–468, 2017. EGBERT, J. A study of flow theory in the foreign language classroom. The Modern Language Journal, 87, p. 500-518, 2003. ELAHI SHIRVAN, M.; TAHERIAN, T.; YAZDANMEHR, E. Foreign language enjoyment: a longitudinal confirmatory factor analysis–curve of factors model. Journal of Multilingual and Multicultural Development, 2021. DOI: 10.1080/01434632.2021.1874392 ELAHI SHIRVAN, M.; TAHERIAN T.; YAZDANMEHR E. The Dynamics of Foreign Language Enjoyment: An Ecological Momentary Assessment. Frontiers in Psychology, 11, 1391 (2020). ELAHI SHIRVAN, M.; TAHERIAN, T. Longitudinal examination of university students’ foreign language enjoyment and foreign language classroom anxiety in the course of general English: latent growth curve modeling. International Journal of Bilingual Education and Bilingualism, 24(1), p. 31-49, 2021. ELAHI SHIRVAN, M.; TALEBZADEH, N. Exploring the fluctuations of foreign language enjoyment in conversation: an idiodynamic perspective. Journal of Intercultural Communication Research, 47, p. 21–37, 2018a. ELAHI SHIRVAN, M.; TALEBZADEH, N. Foreign language anxiety and enjoyment in an imagined community. 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System, 96, 2021. https://doi.org/10.1016/j.system.2020.102410.Copyright (c) 2022 Jean-Marc Dewaele, Peter MacIntyrehttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-03-30T02:48:39Zoai:periodicos.letras.ufmg.br:article/18487Revistahttp://www.periodicos.letras.ufmg.br/index.php/rbla/indexPUBhttp://www.periodicos.letras.ufmg.br/index.php/rbla/oairblasecretaria@gmail.com||periodicosfaleufmg@gmail.com1984-63981676-0786opendoar:2022-03-30T02:48:39Revista Brasileira de Lingüística Aplicada (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?
title Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?
spellingShingle Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?
Dewaele, Jean-Marc
Foreign Language Enjoyment, Foreign Language Classroom Anxiety, Flow, English, Languages Other Than English (LOTE).
title_short Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?
title_full Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?
title_fullStr Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?
title_full_unstemmed Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?
title_sort Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?
author Dewaele, Jean-Marc
author_facet Dewaele, Jean-Marc
MacIntyre, Peter
author_role author
author2 MacIntyre, Peter
author2_role author
dc.contributor.none.fl_str_mv
dc.contributor.author.fl_str_mv Dewaele, Jean-Marc
MacIntyre, Peter
dc.subject.por.fl_str_mv Foreign Language Enjoyment, Foreign Language Classroom Anxiety, Flow, English, Languages Other Than English (LOTE).
topic Foreign Language Enjoyment, Foreign Language Classroom Anxiety, Flow, English, Languages Other Than English (LOTE).
description The present study focused on differences in intensity of Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), and proportion of time in a state of flow among 761 English FL learners and 825 FL learners of Languages Other Than English (LOTE). Participants in the LOTE group reported significantly higher levels FLE and a higher proportion of class time in a state of flow, as well as lower levels of FLCA than the EFL group, although the effect size was very small.  It suggests that the global status and prestige of English does not mean that learners around the world enjoy the classes more, spend more time in a state of flow and experience less anxiety.  The relationships between FLE, FLCA and proportion of class time in a state of flow were also found to be higher in the LOTE group, suggesting stronger emotional involvement.
publishDate 2022
dc.date.none.fl_str_mv 2022-03-29
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18487
url http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18487
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18487/1125614439
/*ref*/AL-HOORIE, A. H. Sixty years of language motivation research: Looking back and looking forward. SAGE Open, 2017. https://doi.org/10.1177/2158244017701976 AUBREY, S. Inter-cultural contact and flow in a task-based Japanese EFL classroom. Language Teaching Research, 21(6), 717-734, 2017a. AUBREY, S. Measuring flow in the EFL classroom: Learners’ perceptions of inter-and intra-cultural task-based interactions. TESOL Quarterly, 51(3), p. 661-692, 2017b. BASHORI, M.; VAN HOUT, R.; STRIK, H.; CUCCHIARINI, C. Effects of ASR-based websites on EFL learners’ vocabulary, speaking anxiety, and language enjoyment, System, 99, 2021. https://doi.org/10.1016/j.system.2021.102496 BOTES, E.; DEWAELE, J.-M.; GREIFF, S. The power to improve: Effects of multilingualism and perceived proficiency on enjoyment and anxiety in foreign language learning. European Journal of Applied Linguistics, 8(2), p. 1–28, 2020. BOUDREAU, C.; MACINTYRE, P.D.; DEWAELE, J.-M. Enjoyment and anxiety in second language communication: An idiodynamic approach. Studies in Second Language Learning and Teaching, 8, p. 149-170, 2018. CHO, M. Task complexity and modality: Exploring learners’ experience from the perspective of flow. The Modern Language Journal, 102, p. 162-180, 2018. CHO, M. H.; CHO, Y. J. Online instructors’ use of scaffolding strategies to promote interactions: A scale development study. International Review of Research in Open and Distance Learning, 17(6), p. 108-120, 2016. CSIKSZENTMIHALYI, M. Beyond boredom and anxiety (1st ed.). San Francisco, CA: Jossey-Bass, 1975. CSIKSZENTMIHALYI, M. Flow: The Psychology of Optimal Experience. New York: Harper, 1990. CZIMMERMANN, E.; PINIEL, K. Advanced language learners’ experiences of flow in the Hungarian EFL classroom. In MACINTYRE, P.D.; GREGERSEN, T.; MERCER, S. (Eds.), Positive psychology in SLA Bristol: Multilingual Matters, p. 193-214, 2016. DE SMET, A.; METTEWIE, L.; GALAND, B.; HILIGSMANN, P.; VAN MENSEL, L. Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter? Studies in Second Language Learning and Teaching, 8(1), p. 47-71, 2018. DEWAELE J.-M.; ÖZDEMIR C.; KARCI D.; UYSAL S.; ÖZDEMIR E. D.; BALTA N. How distinctive is the Foreign Language Enjoyment and Foreign Language Classroom Anxiety of Kazakh learners of Turkish? Applied Linguistics Review, 2019. https://doi.org/10.1515/applirev-2019-0021. DEWAELE, J.-M.; PAVELESCU, L. The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: a multiple case study. Innovation in Language Learning and Teaching, 15(1), p. 66-80, 2021. DEWAELE, J.-M.; PAVLENKO, A. Emotion vocabulary in interlanguage. Language Learning, 52(2), p. 265-324, 2002. DEWAELE, J.-M. Investigating the psychological and the emotional dimensions in instructed language learning: Obstacles and possibilities. The Modern Language Journal, 89, p. 367-380, 2005. DEWAELE, J.-M. On emotions in foreign language learning and use. The Language Teacher, 39, p. 13-15, 2015. DEWAELE, J.-M. Reflections on the emotional and psychological aspects of foreign language learning and use. Anglistik. International Journal of English Studies, 22, p. 23-42, 2011. DEWAELE, J.-M. The effect of classroom emotions, attitudes toward English, and teacher behaviour on Willingness to Communicate among English foreign language learners. Journal of Language and Social Psychology, 38(4), 523-535, 2019a. DEWAELE, J.-M. When elephants fly: the lift-off of emotion research in applied linguistics. The Modern Language Journal, 103(2), p. 533-536, 2019b. DEWAELE, J.-M.; ALFAWZAN, M. Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1), 21-25, 2018. DEWAELE, J.-M.; CHEN, X.; PADILLA, A.M.; LAKE, J. The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology. Language Sciences, 10, 2128, 2019. DEWAELE, J.-M.; DEWAELE, L. Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. Studies in Second Language Learning and Teaching, 10, 45-65, 2020. DEWAELE, J.-M.; DEWAELE, L. Learner-internal and learner-external predictors of Willingness to Communicate in the FL classroom. Journal of the European Second Language Association, 2, p. 24-37, 2018. DEWAELE, J.-M.; DEWAELE, L. The dynamic interactions in Foreign Language Classroom Anxiety and Foreign Language Enjoyment of pupils aged 12 to 18: A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1, p. 11-22, 2017. DEWAELE, J.-M.; FRANCO MAGDALENA, A.; SAITO, K. The effect of perception of teacher characteristics on Spanish EFL Learners’ Anxiety and Enjoyment. 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dc.rights.driver.fl_str_mv Copyright (c) 2022 Jean-Marc Dewaele, Peter MacIntyre
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rights_invalid_str_mv Copyright (c) 2022 Jean-Marc Dewaele, Peter MacIntyre
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dc.publisher.none.fl_str_mv Faculdade de Letras - Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Faculdade de Letras - Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 156-180
Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 156-180
Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 156-180
1984-6398
1676-0786
reponame:Revista Brasileira de Lingüística Aplicada (Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Revista Brasileira de Lingüística Aplicada (Online)
collection Revista Brasileira de Lingüística Aplicada (Online)
repository.name.fl_str_mv Revista Brasileira de Lingüística Aplicada (Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv rblasecretaria@gmail.com||periodicosfaleufmg@gmail.com
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