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The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and Anxiety
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Background and purpose : Previous research showed that Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) were negatively correlated but essentially independent dimensions. The current study confirms this finding with new additional empirical evidence. Methods: This mixed-methods study is based on feedback from 750 FL learners around the world obtained via an online questionnaire. Quantitative data were Likert scale responses. Qualitative data (descriptions of classroom episodes in which participants experienced intense FLE and FLCA) was coded according to the source(s) of the emotion. Findings : Correlation analyses confirmed that FLE and FLCA are separate dimensions. Multiple regression analyses revealed that FLE was mostly predicted by teacher-centered variables while FLCA was mostly predicted by the personality trait Emotional Stability. This finding was confirmed in the analysis of participants’ words. The most frequent cause of the FLE experience was the teacher, while FLCA experiences were most frequently linked to the self. Conclusion : FLCA is less context dependent than FLE. Pedagogical suggestions: Teachers may rather focus on boosting FLE in a positive classroom environment rather than worry over FLCA.
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“In this respect, teacher variables such as emotional support, use of humor, level of friendliness, respect toward students, tone of voice, and positive mood were found to influence learners' FLE (Dewaele et al., 2019c).”
From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as Dewaele et al., 2019c
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“Since 2016, the burst of research papers, adopting a positive psychology perspective in L2 education and being published in more prestigious journals of applied linguistics, has been witnessed (Dewaele et al., 2019a).”
From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as Dewaele et al., 2019a
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“Except Dewaele and MacIntyre (2014, 2019) and Dewaele et al.'s (2019b) studies which had international samples, there is less empirical evidence on cross-cultural studies, seeking to unravel how individuals from different cultural contexts conceptualize, perceive, and experience positive emotions and characteristics.”
From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as Dewaele et al.'s (2019b)
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Metadata
- Authors
- Dewaele, J.-M., & MacIntyre, P. D.
- Venue
- Evidence-Based Second Language Pedagogy
- Publisher
- Routledge
- Published
- 2019-05-17
- Pages
- 263-286
- OpenAlex
- W2945786875
- Cited by
- 250
- References
- 1
- Citations by year
- 2026: 21 · 2025: 57 · 2024: 42 · 2023: 35 · 2022: 47 · 2021: 29 · 2020: 12 · 2019: 7
- FWCI
- 125.71
- Type
- book chapter
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Routledge eBooks (publishedVersion)
- BIROn (Birkbeck, University of London) (acceptedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Keywords
- foreign language enjoyment, foreign language classroom anxiety, emotional stability, foreign language learners, classroom climate
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