The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement

By Yinxing Jin, Lawrence Jun Zhang. International Journal of Bilingual Education and Bilingualism, 2018

275 citations recorded by the source corpus.

ABSTRACT This paper reports a study that investigated the dimensions underneath the construct of foreign language classroom enjoyment and explored the pattern in which these enjoyment dimensions affect foreign language achievement. To this end, 320 first language Chinese senior high school students, who were learning English as a foreign language (EFL), were invited to complete an adapted version of the Foreign Language Enjoyment Scale. These students’ mid-term English examination scores were collected as a measure of foreign language achievement. Factorial analysis revealed a 3-factor solution for the adapted scale, including Enjoyment of Teacher Support, Enjoyment of Student Support, and Enjoyment of Foreign Language Learning. Path analysis showed that Enjoyment of Foreign Language Learning had a direct effect on mid-term scores. Enjoyment of Teacher Support and Enjoyment of Student Support indirectly affected language achievement via Enjoyment of Foreign Language Learning. There was no significant difference in the indirect effect of enjoyment of teacher and student support on English achievement. The findings are discussed and pedagogical implications are suggested.

Subfields: Information Systems, Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0e7cfbf5ee70db429984b232a7ee43a55fdb822f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Information Systems

1. Chengchen Li
2. Lawrence Jun Zhang
3. Ali Derakhshan

In Language and Linguistics

1. Lawrence Jun Zhang
2. Yongliang Wang
3. Ali Derakhshan
4. Chengchen Li
5. Lin Sophie Teng
6. Ju Seong Lee
7. R. Erlam
8. Jean–Marc Dewaele

In Social Psychology

1. Lawrence Jun Zhang
2. Ali Derakhshan
3. Yongliang Wang
4. Chengchen Li
5. Ju Seong Lee
6. Jean–Marc Dewaele

Citations in the corpus

• A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement (2019, background): “In the EFL learning context of a Chinese senior high school, Jin and Zhang (2018) identified three dimensions (Enjoyment of Teacher Support, Enjoyment of Student Support, and Enjoyment of Foreign Language Learning), and revealed how the three dimensions were correlated with learners’ English…”
• Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021, background): “Reviewing the existing literature indicated that FLE can lead to better academic achievement (Jin and Zhang, 2018; Li et al., 2020), L2 motivation (MacIntyre, 2016), and social-behavioral learning engagement (Dewaele and Li, 2021).”
• Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions (2020, unknown): “The strong effect of the teacher on FLE also emerged in the Chinese EFL context (e.g., Li et al., 2018; Li et al., 2019; Jiang & Dewaele, 2019; Jin & Zhang, 2018) and in the Kazakh context with Turkish as a target language (Dewaele et al., 2019)”