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Cited by 126EFL/ESL Teaching and LearningSecond Language Acquisition and LearningSecond Language Learning and Teaching

The DOI matches its Crossref record; 52 of the 52 references it cites were found in a registry or an index.

The Power to Improve: Effects of Multilingualism and Perceived Proficiency on Enjoyment and Anxiety in Foreign Language Learning

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Botes, E’Louise, Dewaele, Jean-Marc, Greiff, Samuel·2020·European Journal of Applied Linguistics
DOI 10.1515/eujal-2020-0003
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Abstract

Abstract The study examines whether already knowing several languages and feeling proficient in a new foreign language (FL) has an effect on positive and negative emotions during the learning. The emergence of positive psychology in language acquisition studies has led to the examination of positive emotions in the FL learning process, such as Foreign Language Enjoyment (FLE). FLE is a positive emotional state where psychological needs are met and was introduced as the positive emotion counterpart to the oft studied negative emotion, Foreign Language Anxiety (FLA). A international sample of 1622 FL learners were analysed utilising multivariate tests of variance, examining the level of multilingualism and the level of self-perceived FL proficiency as independent variables, with FLE and FLA as dependent variables. Results indicated a very small, but statistically significant interaction effect between the level of multilingualism and self-perceived FL proficiency on the FLA of the language learner, but not on FLE. In addition, higher levels of multilingualism were associated with higher levels of enjoyment and lower levels of anxiety in FL learners. In turn, more self-perceived proficient FL learners indicated higher levels of enjoyment and lower levels of anxiety. Although effect sizes were in some cases very small, the results do indicate the benefits multilinguals and higher proficiency FL learners have when learning a FL.

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Research works printed but not linked: 3

  1. Coffman, Jana M. T. 2018. The Effect of HL Exposure on Content Acquisition, Metalinguistic Awareness, and L2 Motivation, Enjoyment, and Interest in the University Foreign Language Classroom. International Journal of Arts Humanities and Social Sciences 3(8). 15–26.
  2. Dewaele, Jean-Marc & Li Wei. 2013. Is multilingualism linked to a higher tolerance of ambiguity? Bilingualism: Language & Cognition, 16(1), 231–240.
  3. Zhao, Aiping & Aaron Whitchurch. 2011. Anxiety and its Associated Factors in College-Level Chinese Classrooms in the U. S. Journal of the Chinese Language Teachers Association 46(3). 21–47.

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Metadata

Authors
Botes, E., Dewaele, J.-M., & Greiff, S.
Affiliations
  • University of Luxembourg (LU)
  • University of London (GB)
Corresponding author
Botes, E’Louise
ORCID
Venue
European Journal of Applied Linguistics
Publisher
Walter de Gruyter GmbH
Published
2020-09-11
Volume
8
Issue
2
Pages
279-306
ISSN
  • 2192-9521 (ISSN-L)
  • 2192-953X
DOI
10.1515/eujal-2020-0003
OpenAlex
W3088003724
Cited by
126
References
52
Citations by year
2026: 13 · 2025: 37 · 2024: 28 · 2023: 23 · 2022: 14 · 2021: 9 · 2020: 2
FWCI
55.87
Type
journal article
Language
en
Open access
Licence
Locations
  • European Journal of Applied Linguistics (publishedVersion, cc-by)
  • BIROn (Birkbeck, University of London) (acceptedVersion)
  • Open Repository and Bibliography (University of Luxembourg) (submittedVersion, other-oa)
Funders
Fonds National de la Recherche Luxembourg (PRIDE15/10921377/CALIDIE/Hu, 10921377)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
  • Social Sciences › Linguistics and Language › Second Language Learning and Teaching
Keywords
multilingualism, self-perceived proficiency, foreign language enjoyment, foreign language anxiety, positive emotions, negative emotions, foreign language learning, psychological needs, positive psychology

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