The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation

By Jean–Marc Dewaele, Livia Dewaele. 2017

277 citations recorded by the source corpus.

The combined effect of positive and negative emotions in Second Language Acquisition (SLA) has attracted the attention of researchers influenced by the Positive Psychology movement (Dewaele & MacIntyre, 2014; 2016a). The current study is based on a pseudo-longitudinal design to investigate how the positive and negative emotions of 189 foreign language pupils in two London schools evolved over time. A comparison of the mean values of Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) among 12–13 year olds (age group 1), 14–15 year olds (age group 2) and 16–18 year olds (age group 3) showed little variation in FLCA and a slight increase in FLE. Multiple regression analyses revealed that fewer independent variables (learner-internal and teacher-centred variables) predicted FLE and FLCA at the start and at the end of the secondary education compared to the middle phase. These findings suggest that the causes of positive and negative emotions are dynamic and change over time. Moreover, the nature of the relationships changes.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/98ab3f3b0b67e6199b0a133a2b5ef23fabd5564f

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In Developmental and Educational Psychology

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Citations in the corpus

Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study (2018, background): “Dewaele and Dewaele (2017) carried out a pseudo-longitudinal study on British pupils aged between 12 and 18.”
A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement (2019, background): “2007), studies have investigated the distinctive and combined roles of the two typical classroom emotions, revealing consistently a negative relationship between FLA and L2 achievementwhile a positive relationshipbetweenFLEand (self-perceived aswell as actual) L2 achievement (e.g. Dewaele andMacInty”
Love and enjoyment in context: four case studies of adolescent EFL learners (2018, unknown): “…investigation of the dynamic interactions between enjoyment and anxiety in the foreign language classroom in 12 to 18 year-old learners, Dewaele and Dewaele (2017) found that, over time, the teacher’s effect became a strong predictor of the positive emotion of enjoyment, but not of the…”
The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners (2019, methodology): “Participants then completed the FLE questionnaire used in Dewaele et al. (2018). Possible responses to 10 items on aspects of private and social FLE ranged from “strongly disagree” (1), “disagree” (2), “undecided” (3), “agree” (4), to “strongly agree” (5).”
Does the effect of enjoyment outweigh that of anxiety in foreign language performance (2018, background): “Just as the interlanguage paradigm swept away the deficit view of language learners, the positive psychology movement in applied linguistics wants to consider the combined effect of both negative and positive emotions on FL acquisition and performance (Dewaele et al., 2017).”
Future selves, enjoyment and anxiety as predictors of L2 writing achievement (2021, background): “In their longitudinal study, for instance, Dewaele and Dewaele (2017) showed that L2 learners ’ language enjoyment was not stable and changed because of various socio-psychological and environmental factors.”
The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement (2018, background): “Thus far, researchers have investigated its underlying dimensions (Dewaele and MacIntyre 2016; Li, Jiang, and Dewaele 2018), its causes and consequences (Dewaele and Alfawzan 2018; Dewaele et al. 2017) as well as its relationship with language anxiety (Dewaele and MacIntyre 2014, 2016).”
Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students (2021, background): “The emotional spectrum has been largely extended from foreign language anxiety to include other emotions, for instance foreign language enjoyment (Dewaele and Dewaele 2017; Elahi Shirvan and Taherian 2018; Li, Jiang, and Dewaele 2018), guilt and shame (Galmiche 2017;Teimouri 2018), pride (Abo-Zaied…”
A longitudinal study of foreign language anxiety and enjoyment (2021, background): “Dewaele and Dewaele (2017) conducted a pseudo-longitudinal study on the development of FLE and FLA of 189 FL pupils in UK.”
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions (2020, unknown): “Given the difficulty of following a cohort of FL learners through their whole secondary education, Dewaele and Dewaele (2017) adopted a pseudo-longitudinal design1 to look at variation in FLE and FLCA over time.”
Understanding Chinese high school students’ Foreign Language Enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment scale (2018, unknown): “…different from both the results in the international sample (Dewaele & MacIntyre, 2016) and in a single London foreign language context (Dewaele & Dewaele, 2017), supporting the need of establishing measurement equivalence when the instrument is used in a different cultural group other than in…”
Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes (2019, result): “These results dovetail with previous research findings on the crucial role of the teacher in Foreign Language Enjoyment (Dewaele & Dewaele, 2017; Dewaele et al., 2019) and the importance of the student teacher relationship in general (Hattie, 2009; Hughes et al., 2008; Klem & Connell, 2004; Wu,…”
The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and Anxiety (2019, methodology): “A more holistic view is needed on the full gamut of emotions that learners experience in the classroom (Dewaele, 2017; Dewaele & Dewaele, 2017; Dewaele & MacIntyre, 2014, 2016; Dewaele et al., 2017; Galmiche, 2017; Pavelescu & Petrić, to appear; Piniel & Albert, to appear).”