Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study

By Kazuya Saito, Jean–Marc Dewaele, Mariko Abe, Yo In’nami. Language Learning, 2018

389 citations recorded by the source corpus.

This study presents a cross-sectional and longitudinal analysis of how 108 high school students in English-as-a-Foreign-Language (EFL) classrooms enhanced the comprehensibility of their second language (L2) speech according to different motivation, emotion and experience profiles. Overall, the students’ learning patterns were primarily associated with their emotional states (anxiety vs. enjoyment), and secondarily with their motivational dispositions (clear vision of ideal future selves). The students’ anxiety (together with weaker Ideal L2 Self) negatively related to their performance at the beginning of the project which they had achieved after several years of EFL instruction. Their enjoyment (together with greater Ideal L2 Self) predicted the extent to which they practiced and developed their L2 speech within the time framework of the project—three months. The results suggest that more regular/frequent L2 use with positive emotions directly impacts acquisition, which may in turn lead to the lessening of negative emotions and better L2 proficiency in the long run.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/225f3bad9fa4773fb670986111db316f2db9e278

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Citations in the corpus

Language learners’ enjoyment and emotion regulation in online collaborative learning (2021, result): “This reflects the inseparable unity of emotion and cognition in learners’ FL development (Poehner & Swain, 2016; Swain, 2013). Emotion regulation does not only refer to a direct influence on group members’ emotions; it can also manifest as a regulation of their cognitive activities and social intera”
A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement (2019, background): “…in L2 practice outside EFL classrooms, total hours of cram school, total hours of conversation with native and non-native speakers) were also found to be significantly related to both emotions (e.g. Dewaele et al. 2017; Saito et al. 2018; Dewaele, Franco Magdalena, and Saito 2019) in a reverse way.”
A longitudinal study of foreign language anxiety and enjoyment (2021, background): “The relationship between FLE and FLA as two independent constructs has been confirmed by other studies (e.g. Dewaele & MacIntyre, 2019; Dewaele et al., 2018; Saito et al., 2018).”