Understanding Chinese high school students’ Foreign Language Enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment scale

By Chengchen Li, Guiying Jiang, Jean–Marc Dewaele. System (Linköping), 2018

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Abstract Scholarly attention for Foreign Language Enjoyment (FLE) has sharply increased in the past three years for its role in facilitating language learning as well as promoting language learners’ well-being. However, the conceptualization and measurement of FLE in China, which has the largest number of EFL learners in the world, is only just starting. Adopting a mixed-method approach, the current study examined the psychometric properties of the Chinese Version of the Foreign Language Enjoyment Scale, and investigated FLE in a specific Chinese EFL context. Through surveying two samples of 1718 students and 360 students in Stages 1 and 2, a new 11-item and 3-factor model (i.e. FLE-Private, FLE-Teacher, and FLE-Atmosphere) was confirmed and validated. The students scored highest on FLE-Teacher, followed by FLE-Private and FLE-Atmosphere. The analysis of the qualitative data collected from 64 participants in Stage 3 showed that beyond the general factors linked to the teacher and peers, the individual experience of FLE is shaped by a large range of learner-internal and learner-external variables.

Subfields: Language and Linguistics, Literature and Literary Theory, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c5191a2a71c44b9f8a0de81c288ea7bbef1c760a

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Citations in the corpus

A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement (2019, methodology): “The CFLES (Li, Jiang, and Dewaele 2018) was a modified Chinese version of the 14-item and twofactor Foreign Language Enjoyment Scale (Dewaele and MacIntyre 2016), which was originally developed by using an international sample with a majority of European participants (67.2%: 1171/1742) (Dewaele et…”
The relationship between second language competence and willingness to communicate: the moderating effect of foreign language anxiety (2020, background): “Furthermore, most of the research on Chinese English as a foreign language (EFL) learners’ FLA and WTC has been conducted in FL classroom contexts (Jiang and Dewaele, 2019; Li, Jiang, and Dewaele, 2018; Liu, 2006, 2018; Liu and Jackson, 2008).”
The role of grit and classroom enjoyment in EFL learners’ willingness to communicate (2020, unknown): “Li, Jiang, and Dewaele (2018) and Li (2019) developed and implemented the original Chinese version of the FLE scale, which also has three dimensions: FLE-Private, FLE-Teacher , and FLE-Atmosphere .”
Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students (2021, background): “…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 Arar and Tannenbaum 2019), love (Pavelescu and Petri ć…”
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, methodology): “Chinese version of Foreign Language Enjoyment Scale (Li et al., 2018) was used in the present study to assess students’ enjoyment in English class.”
The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement (2018, background): “MacIntyre and Vincze (2017) also noted that emotions underpin motivation for L2 learning.”