Foreign Language learning and teaching Enjoyment: Teachers’ Perspectives
Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers.
Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data.
Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom.
Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.
Ainley, M., & Hidi, S. (2013). Interest and enjoyment. In: R. Pekrun, & Lisa Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 205-220). New York: Routledge.
Carson, R. L. (2006). Exploring the episodic nature of teachers’ emotions as it relates to teacher burnout (Unpublished doctoral dissertation), Purdue University, IN, USA.
Daubney, M., Dewaele, J. M., & Gkonou, C. (2017). Introduction. In: J. M. Dewaele, C. Gkonou, & M. Daubney (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 1-10). Bristol: Multilingual Matters.
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.
Dewaele, J. M., & MacIntyre, P. (2016). Foreign language enjoyment and foreign language classroom anxiety. The right and left feet of FL learning? In: P. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 147–167). Bristol: Multilingual Matters.
Dewaele, J. M., MacIntyre, P., Boudreau, C., & Dewaele, L. (2016). Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom. Theory and Practice of Second Language Acquisition, 2(1), 41–64.
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.
Dewaele, J. M., Franco M. A., & Saito, K. (2019). The effect of perception of teacher characteristics on Spanish EFL Learners’ Anxiety and Enjoyment. The Modern Language Journal, 103(2), 412-427.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology. The American Psychologist, 56(3), 218–226.
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.
Frenzel, A. C. (2014). Teacher emotions. In: R. Pekrun, & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 495–496). New York: Routledge.
Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705–716.
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.
Khajavy, G. H., & Mahmoodzadeh, M. (2018). Towards Conceptualizing Language Learning Curiosity in SLA: An Empirical Study. Journal of Psycholinguistic Research. Retrieved from https://www.researchgate.net/publication/328003204_Towards_Conceptualizing_Language_Learning_Curiosity_in_SLA_An_Empirical_Study.
Li, Ch., Jiang, G., & Dewaele, J. M. (2018). Understanding Chinese high school students’ foreign language enjoyment: Validation of the Chinese version of the foreign language enjoyment scale. System, 76, 183-196.
MacIntyre, P. D. (2016). So far so good: An overview of positive psychology and its contributions to SLA. In: D. Gabryś-Barker, & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 3–20). Berlin/Heidelberg, NY: Springer.
MacIntyre, P. D., Gregersen, T., & Mercer, S. (Eds.). (2016). Positive psychology in SLA. Bristol, UK: Multilingual Matters.
MacIntyre, P. D., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4, 153–172.
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.
Oxford, R. L. (2015). Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning. Studies in second language learning and Teaching, 5(3), 371.
Pavelescu, L., & Petric, B. (2018). Love and enjoyment in context: Four case studies of adolescent EFL learners. Studies in Second Language Learning and Teaching. 8, 73-101.
Pekrun, R. (2000). A social cognitive, control–value theory of achievement emotions. In: J. Heckhausen (Ed.), Motivational psychology of human development (pp. 143–163). Oxford, England: Elsevier.
Pekrun, R., Goetz, T., & Titz, W. (2002). Academic Emotions in Students’ Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research. Educational Psychologist 37(2), 91-106.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341.
Pekrun, R., & Perry, P. (2014). Control-Value Theory of Achievement Emotions. In: R. Pekrun, & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions in Education (pp. 120-141). New York: Routledge.
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.
Piasecka, L. (2016). Teaching Matters: Enjoyment and Job Satisfaction. In: D. Gałajda, P. Zakrajewski, & M. Pawlak (Eds.), Researching Second Language Learning and Teaching from a Psycholinguistic Perspective (pp. 167-182). Cham: Springer.
Piechurska- Kuciel, E. (2017). L2 or L3? Foreign Language Enjoyment and Proficiency. In: D. Gabryś-Barker, D. Gałajda, A. Wojtaszek, & P. Zakrajewski (Eds.), Multiculturalism, Multilingualism and the Self. Studies in Linguistics and Language Learning (pp. 97-111). Cham: Springer.
Copyright (c) 2019 Ewelina Mierzwa
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.