Anxiety and enjoyment among young teenagers learning English as a foreign language outdoors: a mixed-methods study

Myhre, Tone Stuler; Dewaele, Jean‐Marc; Fiskum, Tove Anita; Holand, Anna Marie

doi:10.1080/17501229.2022.2161550

Cited by 7 publications

(3 citation statements)

References 36 publications

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“…Although neither focusing on CLIL nor on practical subjects, some recent studies from Norway (Myhre, Dewaele, Fiskum, & Holand, 2023;Myhre & Fiskum, 2020) are of interest here. These studies investigate the effects of being outdoors, as opposed to the confinement of the classroom, on L2 English fluency.…”

Section: Previous Studiesmentioning

confidence: 99%

“…Home economics is taught in a kitchen, which is very different from a regular classroom. Both Myhre and Fiskum (2020) and Myhre et al (2023) conclude that the outdoor setting has a positive impact on L2 English fluency, with, among other things, lowered anxiety levels and a stimulated eagerness to learn. CLIL implemented in Dutch vocational education at junior high school is in focus in Denman et al (2013).…”

Section: Previous Studiesmentioning

confidence: 99%

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Cross-curricular CLIL projects in Swedish middle school

Olsson,

Sylvén

2024

NJLTL

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In this article, we report and discuss findings from a case-study of cross-curricular CLIL implementation involving English and home economics at a Swedish middle school. The objective was to study teaching strategies for supporting students’ integrated development of content and language knowledge in practical school subjects and to explore the role of the majority language in the CLIL classroom. The study is theoretically grounded in the perspective of languages as being socially constructed (Lantolf, 2000; Lantolf & Thorne, 2006). The focus of the analysis is the role of scaffolding (Walqui, 2006) in CLIL. Data consist of field notes and teaching materials from lesson observations as well as teachers’ plans and evaluations of the CLIL theme. Findings show that practical subjects, such as home economics, offer ample opportunities for visual scaffolding, and that the content is concrete and often close to students’ everyday life. Further, the content of the English lessons becomes highly relevant for the students as it will be used in an authentic situation, i.e. in home economics class. With careful planning, including strategies for scaffolding, and cooperation among teachers, cross-curricular CLIL themesinvolving a practical subject seem highly suitable for CLIL among young learners.

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Section: Previous Studiesmentioning

confidence: 99%

Section: Previous Studiesmentioning

confidence: 99%

Cross-curricular CLIL projects in Swedish middle school

Olsson,

Sylvén

2024

NJLTL

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“…Moreover, several studies indicate different communication between learners outdoors compared to the classroom (Fiskum & Jacobsen, 2012a, 2012bFägerstam & Blom, 2013;Myhre & Fiskum, 2021), including a higher degree of dialogue (Mygind, 2014). A study on anxiety and enjoyment among 106 young teenagers learning English as a FL in an outdoor setting in Norway (Myhre, Dewaele, Fiskum, & Holand, 2022), revealed that using English outdoors increased the students' feeling of safety and it reduced performance pressure and anxiety-provoking situations, which stimulated their eagerness to learn the FL.…”

mentioning

confidence: 99%

Outdoor teaching as an alternative to Emergency Remote Teaching during the COVID-19 pandemic

Dewaele

Myhre

2022

The European Educational Researcher

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The recent and still ongoing COVID-19 pandemic has highlighted the vulnerability of an education system built around in-door teaching. Worldwide, schools closed down to reduce the spread of the virus and where it was possible students and teachers were forced to switch to Emergency Remote Teaching (ERT), described as "a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances" (Hodges, Moore, Lockee, Trust, & Bond, 2020).

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The Dynamic Nature of Emotions in Language Learning Context: Theory, Method, and Analysis

Wang,

Ganushchak,

Welie

et al. 2024

Educ Psychol Rev

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In current research, emotions in language use situations are often examined only at their starting and ending points, akin to observing the beginning and end of a wave, while neglecting their complex fluctuations in between. To fully comprehend the dynamics of emotions in language use situations, it is essential to delve into their intricate unfolding throughout their progression. This is particularly critical in the context of Second Language Acquisition (SLA), where emotional dynamics can significantly influence learning outcomes and proficiency. Drawing on existing empirical research and theories, we propose a novel interpretation rooted in complex dynamic systems theory (CDST) to elucidate the dynamic nature of emotions in language use situations. Furthermore, we suggest methodologies for capturing the complete dynamics of emotional and language behaviours, including an analysis of their dynamic interrelationships. By embracing a dynamic perspective, we can advance our understanding of interplay between emotions and language behaviours from epistemological theory to methodology and analysis, paving the way for future research in this field.

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Anxiety and enjoyment among young teenagers learning English as a foreign language outdoors: a mixed-methods study

Cited by 7 publications

References 36 publications

Cross-curricular CLIL projects in Swedish middle school

Cross-curricular CLIL projects in Swedish middle school

Outdoor teaching as an alternative to Emergency Remote Teaching during the COVID-19 pandemic

The Dynamic Nature of Emotions in Language Learning Context: Theory, Method, and Analysis

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