2017
DOI: 10.1177/1362168817692161
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Foreign language enjoyment and anxiety: The effect of teacher and learner variables

Abstract: Positive psychology has boosted interest in the positive as well as the negative emotions that Foreign Language learners experience. The present study examines whether -and to what extent-foreign language enjoyment (FLE) and FL classroom anxiety (FLCA) are linked to a range of learner-internal variables and teacher/classroom-specific variables within one specific educational context. Participants were 189 British high school students learning various FLs. Levels of FLE were linked to higher scores on attitudes… Show more

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Cited by 506 publications
(476 citation statements)
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References 34 publications
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“…Our results are straightforward in that they reflect the nature of these skills: speaking involves oral communication, which by definition is a social activity; hence the importance of social emotions. Particularly, Dewaele, Witney, Saito, and Dewaele (2017) found enjoyment to be linked to the proportion of class-time spent on speaking. On the other hand, as our learners tended to focus more on the theme or topic of texts, topic emotions played a crucial role.…”
Section: Resultsmentioning
confidence: 98%
“…Our results are straightforward in that they reflect the nature of these skills: speaking involves oral communication, which by definition is a social activity; hence the importance of social emotions. Particularly, Dewaele, Witney, Saito, and Dewaele (2017) found enjoyment to be linked to the proportion of class-time spent on speaking. On the other hand, as our learners tended to focus more on the theme or topic of texts, topic emotions played a crucial role.…”
Section: Resultsmentioning
confidence: 98%
“…The results also showed a moderate negative correlation between FL anxiety and enjoyment, "suggesting that they are partially interrelated, but essentially separate dimensions" (Dewaele, Witney, Saito, & Dewaele, 2017, p. 3). Therefore, Dewaele et al (2017) conclude it is crucial to investigate anxiety and enjoyment simultaneously when it comes to language learning in the classroom.…”
Section: Emotions In Language Learningmentioning
confidence: 99%
“…If this translates to an increased confidence in the foreign language classroom and encourages a positive emotional attitude to the subject, this may boost their language learning ability (MacIntyre and Gregerson 2016). In contrast, if monolingual children feel a sense of anxiety in the MFL lesson, possibly due to their accessibility to the class content being diminished by the use of the target language (Meiring and Norman 2002), research suggests their attainment in MFL will also be reduced (Dewaele et al 2017). Therefore, the EAL cohort may well have a notable lead in the subject that teachers can easily identify.…”
Section: Eal Children and Primary Mflmentioning
confidence: 99%