A longitudinal study of foreign language anxiety and enjoyment

Chi, Pan; Zhang, Xian

doi:10.1177/1362168821993341

Cited by 62 publications

(45 citation statements)

References 54 publications

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“…Also, Resnik and Dewaele (2020) analyzed and reported the internal consistency of original FLE scale as high (Cronbach's alpha = 0.843, N = 12). To measure the reliability of the Persian version of FLE scale, Elahi Shirvan et al ( 2021) ran Cronbach's α to examine its internal consistency and McDonald's ω (McDonald, 1985(McDonald, , 1999 to test the composite reliability, which were reported to be 0.88 and 0.89, respectively. The longitudinal confirmatory factor analysis of the scale was also supported by Elahi Shirvan et al ( 2021) with partial strong invariance.…”

Section: Instrumentation Fle Scalementioning

confidence: 99%

A Longitudinal Study of Foreign Language Enjoyment and L2 Grit: A Latent Growth Curve Modeling

et al. 2021

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In line with the dynamic shift in SLA domain and the need for the development of suitable methods to explore the dynamics of emerging concepts in the field such as grit and enjoyment, in the present research, we intended to investigate the growth of foreign language enjoyment (FLE) and L2 grit over time. To do this, we used a bivariate latent growth curve model (LGCM) to examine the covariance between 437 EFL learners' initial and growth levels of L2 grit and FLE in four measurement occasions of 2 week intervals. The data were collected via the original foreign language enjoyment scale and the L2 grit scale. The model including the covariance between intercepts and slopes of FLE and L2 grit was tested via Mplus 7. The findings indicated an increasing trend in the association between the growth levels of both variables. That is, the means of both L2 grit and FLE were larger at their growth level than their initial level. Also, analyzing the co-variations in the model showed that the covariances between the intercepts and slopes of FLE and L2 grit were statistically significant. This would point to the existence of a parallel process (co-development) of FLE and L2 grit. This result also implied that an increase in the level of FLE among the participants was strongly correlated with an increase in the level of L2 grit during the whole course. The findings were discussed with reference to previous studies in the literature and the implications were also provided.

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Section: Instrumentation Fle Scalementioning

confidence: 99%

A Longitudinal Study of Foreign Language Enjoyment and L2 Grit: A Latent Growth Curve Modeling

et al. 2021

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“…Therefore, it is advisable that some appropriate actions should be taken to decrease students' anxiety (Horwitz, 2000;Zhang, 2019). According to Pan and Zhang (2021), teachers may be able to create mutual trust by building appropriate personal relationships with their students, and students can build a better trusting relationship with their classmates by improving their mutual trust, which will create a positive classroom environment. For example, a student-centered environment should be created (Jordan & Gray, 2019), and teachers should encourage students to practice speaking in the TL (Najeeb, 2013) because students who are unwilling to communicate with their classmates may not progress as rapidly and may continue to experience higher levels of anxiety (MacIntyre, Noels, & Clement, 1997).…”

Section: Literature Reviewmentioning

confidence: 99%

The Causes of Anxiety in Highly Anxious Students in Japanese Communicative EFL Classes

Inada¹

2022

ELT

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The purpose of this study was to identify the causes of speaking anxiety in highly anxious students, of which their teachers might not have been aware, and solutions to alleviate the problem. Sixteen students from a Japanese language-oriented university participated in an interview survey. The participants’ anxiety levels were measured using a five-point Likert scale questionnaire that included five items related to foreign language classroom anxiety. The results were compared to the results of interviews with their teachers, and interesting responses from the student interviews that their teachers did not raise were highlighted. The main causes of anxiety were an unpleasant classroom environment, peer pressure, and non-ideal class types. Students argued for several strategies to reduce the anxiety associated with speaking practice, increase their use of English, and improve their proficiency. To achieve these strategies, teachers need to take into account the opinions of students they did not previously focus on.

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“…A large bulk of studies resorted to static cross-sectional designs to establish causal relationship or draw causal inferences between FLE and a wide spectrum of teacher and learner-related variables (see Dewaele and Dewaele, 2017 , 2020 ; Ahmadi-Azad et al, 2020 ), such as foreign language proficiency (Piechurska-Kuciel, 2017 ), language achievement (Jin and Zhang, 2018 ; Li, 2019 ), personality traits like grit (Wei et al, 2019 ), classroom environment and trait emotional intelligence (Li, 2019 ; Li et al, 2020a ), and intellectual humility (Moskowitz and Dewaele, 2020 ). Additionally, an increasing proportion of longitudinal designs of multiple time scales were also used to deepen our understanding of the dynamic and complex nature of FLE including its sub-domains, and/or its relationship with other variables such as FLCA (Dewaele and Dewaele, 2017 ; Elahi Shirvan and Taherian, 2018 ; Taherian et al, 2021 ), motivational factors (Pan and Zhang, 2021 ), L2 Grit (Elahi Shirvan et al, 2021a ), and learners' changing attitude toward L2 learning and the supportive role of the teacher (Elahi Shirvan et al, 2021b ).…”

Section: Foreign Language Enjoyment Research In Slamentioning

confidence: 99%

Taking a Fresh Look at Foreign Language Enjoyment Research in SLA: Current Status, Future Directions, and Pedagogical Implications

Guo

Qiu

2022

Front. Psychol.

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Foreign Language Enjoyment (FLE), as the most prevalent positive emotion predicting L2 learners' academic performance and well-being, and a critical factor contributing to the creation of positive micro-institutions (e.g., the classrooms), has received remarkable scholarly attention across the globe in the past eight years. Despite the fact that FLE is the most extensively investigated positive emotion and extant research has yielded rich and invaluable findings, it is far from being adequately studied, leaving vast lacunas to be explored. Therefore, this conceptual review article is written to familiarize language education researchers, practitioners, instructors, and learners with the current status of FLE research and its potential applications in L2 education, and suggest potential avenues for future research. To this aim, by making a diachronical and synchronical delineation of extant literature with regard to the conceptualization and theorization of FLE, and the methodology of FLE research, we argue that it is incumbent on researchers to make a new line of enquiry into the actualization of the ascertained affordances of FLE and its transmission in the microsystem of the classroom. Subsequently, by drawing on the broaden-and-build theory and the control-value theory, we highlight the significance of conducting FLE research with theoretical triangulation and methodological diversity to validate the data and minimum bias. Next, while highlighting the critical role of FLE in L2 education, we suggest some pedagogical implications with the hope of enlightening the practice of key stakeholders such as instructors, teacher educators, and teacher recruiters. In the end, the limitations of existing literature are explicated, and avenues for future studies on FLE in L2 education domain are put forward for interested researchers.

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A longitudinal study of foreign language anxiety and enjoyment

Cited by 62 publications

References 54 publications

A Longitudinal Study of Foreign Language Enjoyment and L2 Grit: A Latent Growth Curve Modeling

A Longitudinal Study of Foreign Language Enjoyment and L2 Grit: A Latent Growth Curve Modeling

The Causes of Anxiety in Highly Anxious Students in Japanese Communicative EFL Classes

Taking a Fresh Look at Foreign Language Enjoyment Research in SLA: Current Status, Future Directions, and Pedagogical Implications

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