The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation
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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.
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Previous research has found positive relationships between foreign language enjoyment and attitude towards the foreign language and motivation to learn.
“Previous research has found positive relationships between FLE and attitude towards the FL (Dewaele and Dewaele, 2017;Dewaele, Özdemir et al., 2019;De Smet et al., 2018;Jiang and Dewaele, 2019) as well as motivation to learn (Lee & Lee, 2021;Zhang et al., 2020).”
From Sources and effects of foreign language enjoyment, anxiety, and boredom: A structural equation modeling approach (2023) · cites this paper as Dewaele and Dewaele, 2017
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- Authors
- Dewaele, J.-M., & Dewaele, L.
- Affiliations
- University of London (GB)
- University of Oxford (GB)
- Corresponding author
- Dewaele, Jean-Marc
- Dewaele, Livia
- Venue
- Journal of the European Second Language Association
- Publisher
- White Rose University Press
- Published
- 2017-08-01
- Volume
- 1
- Issue
- 1
- Pages
- 12-22
- ISSN
- 2399-9101 (ISSN-L)
- OpenAlex
- W2723638148
- Cited by
- 285
- References
- 37
- Citations by year
- 2026: 25 · 2025: 46 · 2024: 34 · 2023: 36 · 2022: 53 · 2021: 43 · 2020: 17 · 2019: 19 · 2018: 10 · 2017: 2
- FWCI
- 76.21
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Journal of the European Second Language Association (publishedVersion, cc-by)
- BIROn (Birkbeck, University of London) (acceptedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- foreign language classroom anxiety, foreign language enjoyment, positive emotions, negative emotions, second language acquisition, high school students, age differences
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