The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment

Dewaele, Jean‐Marc; Magdalena, Andrea Franco; Saito, Kazuya

doi:10.1111/modl.12555

Cited by 204 publications

(165 citation statements)

References 59 publications

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“…Furthermore, the positive influence of FLE on language proficiency has been confirmed in the SLA literature [22][23][24]. Enjoyment encourages learners to explore the language, as it positively affects their long-term resilience and hardiness [53]. Compared with negative emotions, such as foreign language classroom anxiety (FLCA), FLE is more likely to be triggered by teachers [23] and has a more significant influence on foreign language performance [22].…”

Section: The Mediating Role Of Foreign Language Enjoymentmentioning

confidence: 91%

Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

2020

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Inadequate research attention has been paid to the learning of a third language. For this reason, this study explores senior English major students' learning of additional foreign languages in seven universities in Shaanxi Province, China. The study examines the relationship between the participants' motivation and language proficiency through a questionnaire, and the collected data are analyzed using hierarchical linear regression analysis. The results identify that the participants' instrumental and integrative motivations positively influence their second foreign language proficiency. Further analysis reveals that the connection between the participants' motivation and language proficiency is mediated by foreign language enjoyment. These findings form the basis of our suggestions for the sustainable learning and teaching of foreign languages in universities.Sustainability 2020, 12, 1302 2 of 13 the field of positive psychology have pointed out the importance of foreign language enjoyment (FLE) in language acquisition [22][23][24], more work is needed to elaborate the role of FLE in foreign language learning. Considering FLE's connection with mental activity, we assume in this paper that it mediates the relationship between motivation and foreign language proficiency, and we try to examine this mediating effect in the TLA context. Therefore, the present study uses survey data from seven universities in Shaanxi Province, China, to explore the process of second foreign language acquisition, examining and explicating the relationship between motivation and language proficiency as well as the mediating role of FLE on the focal relationship. Theoretically, this paper enriches our understanding of how motivation influences second foreign language proficiency, facilitates further interest in TLA in terms of individual differences, and highlights the importance of positive psychology in learning a second foreign language. Practically, it suggests important implications for the sustainability of second foreign language teaching and learning.

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Section: The Mediating Role Of Foreign Language Enjoymentmentioning

confidence: 91%

Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

2020

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“…Instead of focusing on the debilitating role of anxiety, teachers should understand that a moderate level of anxiety has its potential contributions to L2 development from a positive psychology perspective (Mercer and MacIntyre, 2014). For example, creating friendly, exciting, and engaging environments may boost students' enjoyment of L2 learning and, subsequently, their positive emotions toward L2 speaking (Dewaele et al, 2019;Jiang and Dewaele, 2019a;Jin and Zhang, 2019).…”

Section: Anxietymentioning

confidence: 99%

A Multidimensional Perspective on Individual Differences in Multilingual Learners’ L2 Chinese Speech Production

Sun

Zhang

2020

Front. Psychol.

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To date, research has been undertaken to reveal factors contributing to learners' second/foreign language (L2) speaking and/or learning at particular points in time in separate studies from cognitive, affective, and socio-cultural perspectives as individual variables. Nonetheless, little research has concurrently investigated L2 speaking with the same cohort of learners as participants from these perspectives in a single study, to obtain comprehensive and systematic understandings of how the three dimensions of factors work together in influencing individuals' L2 speaking. This study, utilizing Segalowitz's (2010) L2 speech production framework as the theoretical lens, examined a group of L2 Chinese multilinguals' perceptions toward their speech performance and production ability development, attempting to comprehensively and systematically uncover the factors influencing L2 speaking from the three perspectives mentioned above. We collected data through focus groups and semi-structured interviews from 17 advanced level L2 Chinese multilinguals. The findings of the study revealed that factors that influenced the L2 Chinese multilinguals' speech performance and their development of such an ability included the following: (1) age of acquisition, cognitive fluency, learning styles, and speaking strategies; (2) motivation, anxiety, speaking selfefficacy, and willingness-to-communicate; (3) L2 cultural interest, L2 communities, and L2 classes; and (4) multilingualism. We conclude that the development of L2 Chinese speech production ability could be the result of the synergies gained from the cognitive, affective, and socio-cultural dimensions of L2 learning and use. Insights into L2 Chinese teachers and learners in terms of how to support and sustain the improvement of L2 Chinese speech production ability are also discussed.

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“…How emotions affect language learning has been highlighted more than ever before in recent years. Attention has also been drawn to what affects different learners experience in learning the language (Berdal-Masuy and Pairon, 2019;Dewaele, 2019;Dewaele et al, 2019b;MacIntyre et al, 2019). For long, copious attention has been drawn to learners' negative emotions and attempts have been made to resist them.…”

Section: Introductionmentioning

confidence: 99%

The Dynamics of Foreign Language Enjoyment: An Ecological Momentary Assessment

2020

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Following the recent shift from negative psychology to positive psychology, interest in foreign language enjoyment (FLE) has grown noticeably in second language acquisition. Given the fact that learners are "persons-in-context" and are not "ergodic ensembles," the particular learner-context ecosystem goes through ongoing momentary changes with respect to individual differences like FLE. Ecological momentary assessment (EMA) contributes to our understanding of the dynamics of this ecosystem in terms of the interaction between individual learners and their learning environments. In this study, using a time-based sampling scheme of EMA, we explored the dynamism of different facets of FLE across different timescales including seconds, minutes, weeks, and months in a course of intermediate English as a foreign language. To do this, we applied open-ended interviews with two intermediate English language learners in a private English language institute across months, journals across weeks, enjoymeters across minutes, and the idiodynamic approach across seconds. Findings indicated that enjoyment in foreign language fluctuates in terms of a hierarchy of temporal scales, from moment-to-moment changes to the ones over months. The emerging patterns of enjoyment across different timescales in terms of the tenets of complex dynamic systems theory are discussed.

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The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment

Cited by 204 publications

References 59 publications

Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

A Multidimensional Perspective on Individual Differences in Multilingual Learners’ L2 Chinese Speech Production

The Dynamics of Foreign Language Enjoyment: An Ecological Momentary Assessment

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