Investigating Chinese University Students’ Enjoyment in a Web-Based Language Learning Environment: Validation of the Online Foreign Language Enjoyment Scale

Abstract

The revolution in web-based technologies has enriched pedagogical practices and motivated scholars to address learners’ positive and negative emotions in the web-based language learning environment. In this study, we first examined the psychometric properties of the Foreign Language Enjoyment Scale (FLES) and then developed the Online Foreign Language Enjoyment Scale (OFLES). We adopted a mixed-method approach using a sample of 383 first language Chinese EFL undergraduates. In stage one of the research, exploratory factor analysis and confirmatory factor analysis supported an 11-item and 4-factor OFLES structure with an ideal model fit. The four sub-domains of the new enjoyment construct were OFLES- Teacher, Private, Interaction, and Competence. The Teacher domain accounted for most variance. In stage two, the qualitative analyses of feedback on an open-ended question concerning enjoyable episodes from 56 of the 383 participants revealed various sources of enjoyment for Chinese university EFL learners attending online English courses. Our findings contribute to an emerging wave of research examining the cross-contextual application of the FLES and provide important pedagogical implications for L2 practitioners and researchers. We discuss suggestions for future research.

Conceptualization and Measurement of Flow in a Chinese Blended English as a Foreign Language Learning Context

“…Unsurprisingly, we found a positive predicative effect of positive foreign language flow, in the form of Enjoyment, on L2 achievement, with a small effect size (r = 0.230, p < 0.001), and a negative correlation between task-based foreign language learning flow and FL classroom boredom (r = −0.217, p < 0.001). On one hand, foreign language enjoyment has been extensively examined both in traditional MacIntyre, 2014, 2016;Jin and Jun Zhang, 2018;Li et al, 2018) and in online classroom settings (Wang et al, 2021), revealing its strong positive correlation with FL achievement in ISLA (Jin and Jun Zhang, 2018;Li et al, 2019). The present study corroborates their robust relationship in a blended learning context by establishing enjoyment both as a core component of flow and a predictor for achievement.…”

“…This suggests the necessity for studying students' foreign language classroom flow, and the connections it has with various learning aspects and second language achievement. The need for such investigations is particularly apparent in Chinese EFL context, where FL education varies considerably in its delivery and interaction (Wang et al, 2021) and is nowadays oriented toward blended learning approaches.…”

A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners

“…Empirical studies on SLA-related enjoyment have pursued either the conceptualization and measurement of this positive emotion (e.g., Dewaele and Dewaele, 2017 ; Jin and Zhang, 2018 ; Botes et al, 2021 ; Wang X. et al, 2021 ), the potential links between FLE and socio-biographical variables (e.g., Jiang and Dewaele, 2019 ; Li et al, 2020 ), or the relationship between FLE and other psychological traits. FLE is conjectured to help learners attend to, process, and learn a target language more efficiently.…”

The Predicative Power of Learner and Teacher Variables on Flow in a Chinese Blended English as a Foreign Language Learning Context

“…Positive flow, in general, necessitates a harmonious balance between challenge and skills, clear learning goals, and immediate feedback, all of which are widely acknowledged as its prerequisites. These preconditions are compatible with a framework for blended learning that provides learners with easy access to resources, flexible adaptation of task complexity, and instant feedback ( Wang X. et al, 2021 ). In this way, they facilitate engagement and capture the attention of audiences ( Albiladi and Alshareef, 2019 ).…”

“…As the learners’ attitude toward the FL accounts for the greatest variance in the regression analysis, it seems necessary to use blended learning to cultivate a positive L2 image and motivate FL learners to engage in FL activities. Furthermore, as Chinese EFL learners attach great importance to their academic position within peers and their academic performance is heavily influenced by teacher appraisal ( Wang X. et al, 2021 ) even when they are approaching self-autonomy in a blended EFL learning environment, FL teachers are reminded to inspire higher intermediate, if not advanced, FL learners by acknowledging their previous achievements, and, at the same time, not to demotivate the beginners by underestimating their competence. Last but not least, regarding the discrete language skills, the significant positive relationship between writing and both positive and negative flow, as well as the significant negative relationship between reading and negative flow, suggests that FL teachers should accurately evaluate the language proficiency of their students to mitigate their possible negative interpretations of FL courses, especially when such activities are involved.…”