Dewaele, Jean-Marc;
Saito, Kazuya;
Halimi, Florentina;
(2023)
How Foreign Language Enjoyment Acts as a Buoy for Sagging Motivation: A Longitudinal Investigation.
Applied Linguistics
, 44
(1)
pp. 22-45.
10.1093/applin/amac033.
Preview |
Text
Saito_DewaeleSaitoHalimiBuoyMarch.pdf Download (362kB) | Preview |
Abstract
The current study contributes to the recent debate on the question whether learner emotions can be intrinsically motivating or whether they are no more than diffuse action tendencies (Dörnyei 2020). Adopting a longitudinal approach, we combined repeated analysis of variances and mixed effects modelling to capture interactions between Foreign Language Enjoyment (FLE) and its three dimensions, Foreign Language Classroom Anxiety (FLCA), and Attitudes/Motivation (AM) and its four dimensions over the course of one semester. Participants were 360 foreign language learners of English, German, French, and Spanish in a Kuwaiti university. FLE (and the dimensions FLE Personal and FLE Social) and FLCA remained stable over time but FLE Teacher decreased significantly. Levels of AM also decreased significantly, more specifically, the dimensions Motivation and Attitudes toward the Learning Situation. Mixed effects modelling analyses revealed that FLE (including FLE Personal and FLE Social) and FLCA had medium effects on the AM dimensions. Significant interaction effects were found for FLE Teacher and Time for the AM dimensions. We argue that high FLE can act as a buoy for sagging motivation and thus become intrinsically motivating.
| Type: | Article |
|---|---|
| Title: | How Foreign Language Enjoyment Acts as a Buoy for Sagging Motivation: A Longitudinal Investigation |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1093/applin/amac033 |
| Publisher version: | https://doi.org/10.1093/applin/amac033 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10154990 |
Archive Staff Only
 |
View Item |
