Foreign language enjoyment: a longitudinal confirmatory factor analysis–curve of factors model

Shirvan, Majid Elahi; Taherian, Tahereh; Yazdanmehr, Elham

doi:10.1080/01434632.2021.1874392

Cited by 49 publications

(26 citation statements)

References 52 publications

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“…In 2019, Mierzwa asserted that FLE is “an underestimated and not fully explored emotion” (Mierzwa, 2019 , p. 173). However, it should be noted that recently, many studies on FLE have been conducted from different perspectives including scale development, expansion of FLE nomological network, individual focus, and longitudinal orientation (Elahi Shirvan and Taherian, 2018 ; Elahi Shirvan and Talebzadeh, 2018 , 2020 ; Jin and Zhang, 2019 ; Elahi Shirvan et al, 2020 , 2021 ; Talebzadeh et al, 2020 ). Thus, it is no longer an underestimated emotion.…”

Section: Positive Psychology Factorsmentioning

confidence: 99%

Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions

2021

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In addressing the recent special issue in Frontiers in Psychology, namely “Positive Psychology in Foreign and Second Language Education: Approaches and Applications,” calling language education researchers around the globe to study positive emotions, positive personality traits, and positive institutional tendencies and their implications for language education systems, stakeholders, and policy practices, the present conceptual review paper aims to acquaint language education researchers, practitioners, instructors, and learners with the main tenets of positive psychology and their application in second/foreign language (L2) education research. Accordingly, by drawing on the broaden-and-build theory of positive emotions, we explain how individuals' positivity can result in their flourishment and development in any aspect of life, including L2 learning and teaching. Then, we introduce and conceptualize seven instances of positive psychology variables, namely academic engagement, emotion regulation, enjoyment, grit, loving pedagogy, resilience, and well-being and explain how these positive factors contribute to desirable L2 learning and teaching experiences. Subsequently, potential theoretical and pedagogical implications are drawn to enhance the quality and effectiveness of language education systems and their respective stakeholders. In the end, the limitations of the studies in this area are explicated, and suggestions for future research are provided to expand the extant literature on positive psychology in the domain of L2 education.

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Section: Positive Psychology Factorsmentioning

confidence: 99%

Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions

2021

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“…Given the dynamic turn in SLA, more dynamic process-based approaches have drawn the attention of researchers in this field, enabling them to trace the dynamics of their constructs of interest. Such approaches have already contributed to the understanding of anxiety and enjoyment dynamics in SLA (Dewaele and Dewaele, 2017 , 2020 ; Elahi Shirvan and Taherian, 2018 ; Elahi Shirvan et al, 2021 ) and those of motivation (Hiver and Larsen-Freeman, 2020 ; Papi and Hiver, 2020 ), paving the way for the exploration of the dynamics of some other psychological constructs in SLA such as TEI. With this in mind, the study intended to examine the dynamics and temporal changes of TEI via the application of an innovative CDST-compatible method, which enabled the exploration of the different dynamic aspects of the TEI subdomains.…”

Section: Discussionmentioning

confidence: 99%

Joint Growth Trajectories of Trait Emotional Intelligence Subdomains Among L2 Language Learners: Estimating a Second-Order Factor-of-Curves Model With Emotion Perception

2021

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The present study assessed the developmental dynamics of trait emotional intelligence (TEI) and its subdomains during English as a foreign language (EFL) learning in a longitudinal study. A sample of 309 EFL learners (217 females, 92 males) was used to assess the trajectories of the global factor of TEI and the parallel development of the TEI subdomains over 1 year in the context of the EFL classroom using parallel process modeling (PPM) and factor of curve modeling (FCM). Additionally, emotion perception (EP) was used as a distal outcome to investigate how growth parameters, including intercept and slope factors in a TEI-FCM, influence the distal outcome of EP. The results revealed that there was sufficient inter-individual variation and intra-individual trends within each subdomain and a significant increase over time across the four subdomains. Additionally, concerning the covariances within and among the subdomains of TEI, the PPM results revealed moderate to high associations between the intercept and slope growth factors within and between these subdomains. Finally, regarding the direct association of the global growth factors (intercept and slope) of TEI on EP, the results indicated that the intercept and slope of global TEI were associated with EP (γ0 = 1.127, p < 0.001; γ1 = 0.321, p < 0.001). Specifically, the intercepts and slopes of emotionality and sociability turned out to be significantly linked to EP (γ03 = 1.311, p < 0.001; γ13 = 0.684, p < 0.001; γ04 = 0.497, p < 0.001; γ14 = 0.127, p < 0.001). These results suggest the dynamicity of TEI during learning a foreign language are discussed in this study in light of the potential variables associated with TEI and its related literature.

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“…With the establishment and development of positive psychology in the 21st century, as well as the introduction of positive psychology to the field of second language acquisition by MacIntyre and Gregersen (2012) , research on FLL’s emotions has gradually broken the previous situation dominated by negative emotions and begun to pay more attention to the positive emotions that can enable learners to make achievements, enhance self-efficacy and achieve self-realization ( Jiang and Li, 2017 ), shifting the research focus from an exclusive analysis of negative emotions to a more holistic study of both negative emotions and positive emotions. Of the FLL’s positive emotions of enjoyment/joy, gratitude, hope, pride, inspiration, well-being, empathy, mindfulness ( Snyder and Lopez, 2009 ; MacIntyre et al, 2019 ), FLE has drawn the greatest amount of attention from researchers ( Dewaele and MacIntyre, 2014 , 2016 ; Elahi Shirvan et al, 2021 ).…”

Section: Foreign Language Learners’ Positive Emotionsmentioning

confidence: 99%

“…Their findings indicated that FLE fluctuates from moment to moment, from week to week and also from month to month. Furthermore, to investigate the dynamic features of FLE among EFL learners, Elahi Shirvan et al (2021) used a longitudinal confirmatory factor analysis-curve of factors model to analyze the extent of changes in FLE at different points of time. They observed that FLL with the initially lower level of FLE experiences more changes over time while FLL with the initially higher level of FLE experiences less change.…”

Section: Foreign Language Learners’ Positive Emotionsmentioning

confidence: 99%

A Review of Foreign Language Learners’ Emotions

2022

Front. Psychol.

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In the past half century, the research on emotions of foreign language learners (FLL) has shifted the focus from an exclusive analysis of negative emotions to a more holistic study of both negative emotions and positive emotions, and currently to mediators of multiple emotions. Of the FLL’s negative emotions, foreign language anxiety (FLA) attracts the most attention. Researchers have widely discussed the relationship between FLA and foreign language achievement, the influencing factors of FLA, the dynamicity of FLA as well as regulation and intervention strategies of FLA. Foreign language enjoyment (FLE) is the most heavily studied research subject on FLL’s positive emotions. Researchers generally focus on the influencing factors of FLE, the dynamicity of FLE and the relationship between FLE and FLA. With the implementation of holistic education, emotional intelligence (EI), a mediator of multiple emotions of FLL, has been becoming a newly hot topic in the field of FLL’s emotions. By reviewing the previous studies, this paper proposes that the future research on FLL emotion needs to expand the research perspectives, enrich the research topics, and innovate the research methods.

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Foreign language enjoyment: a longitudinal confirmatory factor analysis–curve of factors model

Cited by 49 publications

References 52 publications

Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions

Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions

Joint Growth Trajectories of Trait Emotional Intelligence Subdomains Among L2 Language Learners: Estimating a Second-Order Factor-of-Curves Model With Emotion Perception

A Review of Foreign Language Learners’ Emotions

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