THE RELATIONSHIP BETWEEN FOREIGN LANGUAGE ENJOYMENT AND GENDER AMONG SECONDARY GRAMMAR SCHOOL STUDENTS

Keywords: foreign language enjoyment, learning enjoyment, SLA, gender differences, positive emotions, secondary school students

Abstract

In the context of second language acquisition, foreign language enjoyment (FLE)
is a relatively new concept. For that reason, none of the few research carried out in the field thus far has been focused on whether gender might be an important determinant of either a high or a low level of FLE. Thus, the purpose of the present paper was to examine the influence of FLE on learning English as a foreign language, as well as to investigate this relationship from the perspective of gender. The results of this study revealed that there are no statistically significant differences between males and females in FLE, while such differences are found in terms of the sources of FLE each gender perceives as the most crucial ones. It has been proved that FLE increases with the level of students’ proficiency, and a high level of FLE results in students’ greater academic achievement.

References

REFERENCES
[1]. Ainley, M., & Hidi, S. (2013). Interest and enjoyment. In: R. Pekrun, & L. Linnenbrink-Garcia (Eds.). International handbook of emotions in education (pp. 205-220). New York: Routledge.
[2]. Al-Shara, I. (2015). Learning and teaching between enjoyment and boredom as realized by the students: survey from the educational field. European Scientific Journal, 11(19), 146-168.
[3]. Csikszentmihalyi, M. (2004). Flow, the secret to happiness. TED Talks. Monterey, CA. Retrieved from https://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow.
[4]. Daif-Allah, A.S. (2012). Beliefs about foreign language learning and their relationship to gender. English Language Teaching, 5(10), 20-33.
[5]. Dewaele, J.M., & MacIntyre, P. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274.
[6]. Dewaele, J.M., Witney, J., Saito, K., & Dewaele, L. (2017). Foreign Language Enjoyment and Anxiety: The effect of teacher and learner variables. Language Teaching Research. Retrieved from: http://journals.sagepub.com/doi/10.1177/1362168817692161.
[7]. Dörnyei, Z. (2009). The Psychology of Second Language Acquisition. Oxford: OUP.
[8]. Driessen, G., & van Langen, A. (2013). Gender differences in primary and secondary education: are girls really outperforming boys?. International Review of Education, 59(1), 67–86.
[9]. Else-Quest, N.M., Higgins, A., Allison, C., & Morton, L.C. (2012). Gender differences in self-conscious emotional experience: a meta-analysis. Psychological Bulletin, 138(5), 947–981.
[10]. Fredrickson, B.L. (2001). The role of positive emotions in positive psychology. The American Psychologist, 56(3), 218–226.
[11]. Fredrickson, B.L. (2004). The broaden-and-build theory of positive emotions. Philosophical Transactions of the Royal Society B: Biological Sciences, 359(1449), 1367–1378.
[12]. Fredrickson, B.L., & Losada, M.F. (2005). Positive affect and the complex dynamics of human flourishing. The American Psychologist, 60(7), 678–686.
[13]. Główka, D. (2014). The impact of gender on attainment in learning English as a foreign language. Studies in Second Language Learning and Teaching, 4(4), 617.
[14]. Goetz, T., Frenzel, A.C., Hall, N.C., & Pekrun, R. (2008). Antecedents of academic emotions: testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33(1), 9–33.
[15]. Goetz, T., Frenzel, A., & Pekrun, R. (2009). A hierarchical conceptualization of enjoyment in students. Learning and Instruction, 16(4), 323–338.
[16]. Goleman, D. (2012). Emotional Intelligence (4th ed.). Poznań: Media Rodzina.
[17]. Hagenauer, G., & Hascher, T. (2014). Early adolescents’ enjoyment experienced in learning situations at school and its relation to student achievement. Journal of Education and Training Studies, 2(2), 20–30.
[18]. Hinton, C., Miyamoto, K., & Della-Chiesa, B. (2008). Brain research, learning and emotions: implications for education research, policy and practice. European Journal of Education, 43(1), 87–103.
[19]. Lavin, A. (2012). Student gender and perceptions of teaching effectiveness. Research in higher education journal, 18, 1-16.
[20]. López R.P. (2006). The sex variable in foreign language learning: an integrative approach. Porta Linguarum, 6, 99–114.
[21]. Lucardie, D. (2014). The Impact of Fun and Enjoyment on Adult's Learning. Procedia - Social and Behavioral Sciences, 142, 439-446.
[22]. Lumby, J. (2011). Enjoyment and learning: Policy and secondary school learners’ experience in England. British Educational Research Journal, 37(2), 247–264.
[23]. López, M.G., & Peña Aguilar, A.(2013). Emotions as learning enhancers of foreign language learning motivation. PROFILE: Issues in Teachers' Professional Development, 15(1), 109-124.
[24]. MacIntyre, P., & Gregersen, T. (2012). Emotions that facilitate language learning: the positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193.
[25]. Mohammadi, A., & Sharififar, M. (2016). Attributions for Success and Failure: Gender and Language Proficiency Differences among Iranian EFL Learners. Theory and Practice in Language Studies, 6(3), 518–524.
[26]. Oades-Sese, G.V., Matthews, T.A., & Lewis, M. (2014). Shame and pride and their effects on student achievement. In: R. Pekrun, & L. Linnenbrink-Garcia (Eds.). International Handbook of Emotions in Education (pp. 246–264). New York: Routledge.
[27]. Pekrun, R., Frenzel A.C., & Goetz, T. (2007). The control-value theory of achievement emotions: an integrative approach to emotions in education. In: P. Schultz, & R. Pekrun (Eds.). Emotion in Education (pp. 13-36). Amsterdam: Academic Press
[28]. Radwan, A. (2014). Gender and learning style preferences of EFL learner. Arab World English journal, 5(1), 21-32.
[29]. Ranellucci, J., Hall, N.C., & Goetz, T. (2015). Achievement goals, emotions, learning, and performance: a process model. Motivation Science, 1(2), 98–120.
[30]. Schultheiss, O., & Köllner, M. (2014). Implicit motives, affect, and the development of competencies: a virtuous-circle model of motive-driven learning. In: R. Pekrun & L. Linnenbrink-Garcia (Eds.). International handbook of emotions in education (pp. 73-96). New York: Routledge.
[31]. Shuman, V., & Scherer, K. (2014). Concepts and structures of emotions. In: R. Pekrun, & L. Linnenbrink-Garcia (Eds.). International handbook of emotions in education (pp. 13–35). New York: Routledge.
[32]. Yang, H., Yang, S., & Isen, A.M. (2012). Positive affect improves working memory: Implications for controlled cognitive processing. Cognition and Emotion, 27(3), 474-482.
[33]. Vianello, M., Schnabel, K., Siriam, N., & Nosek, B. (2013). Gender differences in implicit and explicit personality traits. Personality and individual differences, 55, 994-999.
[34]. Villavicencio, F.T., & Bernardo, A.B.I. (2013). Positive academic emotions moderate the relationship between self-regulation and academic achievement. The British Journal of Educational Psychology, 83(2), 329–340.
[35]. Gender. (n.d.). In World Health Organization. Retrieved from http://www.who.int/gender-equity-rights/understanding/gender-definition/en/.
[36]. Zimbardo, P.G., & Gerrig R.J. (2012). Psychologia i Życie. [Psychology and life]. Warszawa: Wydawnictwo Naukowe PWN
Published
2018-09-05
How to Cite
Mierzwa, E. (2018). THE RELATIONSHIP BETWEEN FOREIGN LANGUAGE ENJOYMENT AND GENDER AMONG SECONDARY GRAMMAR SCHOOL STUDENTS. Journal of Education Culture and Society, 9(2), 117-135. Retrieved from https://e-journals.pl/index.php/jecs/article/view/10.15503jecs20182.117.135