Tracing the signature dynamics of foreign language classroom anxiety and foreign language enjoyment: A retrodictive qualitative modeling

Abstract

With the shift from negative psychology to positive psychology in the field of applied linguistics, and in alignment with the dynamic turn in this filed, recent studies have tried to micro-map foreign language classroom anxiety (FLCA) and foreign language enjoyment (FLE) from a dynamic perspective. However, the signature dynamics of learners' FLCA, as a negative emotion, and FLE, as a positive emotion, are yet to be explored. Inspired by Dörnyei (2014), we used the innovative approach of retrodictive qualitative modeling (RQM) to explore the signature dynamics of the two variables. Having identified the learner archetypes of FLE and FLCA via focus-group interviews with a group of teachers regarding their learners' enjoyment and anxiety experiences, we conducted in-depth interviews with one prototypical student from each archetype in order to discover the trends and trajectories leading to a specific outcome or attractor state by tracking and investigating the dynamic occurrences backwards. The results provided us with new insights into the dynamic trends leading to different archetypes of FLE and FLCA as well as the adoptability of the RQM to studies on the dynamics of enjoyment and anxiety.

The Dynamics of Foreign Language Enjoyment: An Ecological Momentary Assessment

“…This is what Elahi Shirvan et al (2019) regarded as FLE contagion. Furthermore, quite consistent with the strong bond between the feelings of enjoyment and anxiety in learning a foreign language ( Dewaele and MacIntyre, 2016 , 2019 ; Elahi Shirvan and Talebzadeh, 2020 ), the findings indicated that learners’ related factors shaped their moments of high anxiety and, thus, low enjoyment, while teachers’ related factors provided them with high-enjoyment moments. In other words, when the participants were in their own “self” thoughts with regard to the choice of the right words and structure or when they felt anxious not to be embarrassed in front of their peers, they went through low-enjoyment moments.…”

“…Recent FLE research has thus been influenced by and enriched with the emerging research methods in DST (for a review of these methods see Hiver and Al-Hoorie, 2019 ). That is, via these methods, several studies have attempted to explore the dynamic aspects of FLE (e.g., Dewaele and Dewaele, 2017 , 2020 ; Boudreau et al, 2018 ; Elahi Shirvan and Taherian, 2018 ; Elahi Shirvan and Talebzadeh, 2018a , b , 2020 ; De Ruiter et al, 2019 ; Talebzadeh et al, 2019 ).…”

“…These signs would point to the self-organizing state of teacher–student interactions and the perception of students and teachers as dynamic systems in general. More recently, Elahi Shirvan and Talebzadeh (2020) applied a retrodictive qualitative modeling approach to explore the FLE signature dynamics. After identifying the learner archetypes of FLE through focus-group interviews with teachers and enquiring about their students’ enjoyment experiences, these researchers held in-depth interviews with a prototypical student from each archetype so as to unravel the trends and trajectories inducing a specific outcome or attractor state by tracking and investigating the dynamic events backward.…”

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

“…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.…”

A Review of the Effectiveness of Foreign Language Enjoyment and Foreign Language Classroom Anxiety on Learners' Engagement and Attainment

“…However, since the 1980s, many scholars have highlighted the significant role of affective factors along with cognitive capabilities that can lead to successful FL attainment. Scholars have focused on the impact of a number of negative factors (emotions) in language learning experiences and outcomes, including attitudes toward teachers, boredom, and anxiety (Elahi Shirvan and Talebzadeh, 2020;Derakhshan et al, 2021a).…”