How Foreign Language Enjoyment Acts as a Buoy for Sagging Motivation: A Longitudinal Investigation

Autor/inn/en	Dewaele, Jean-Marc; Saito, Kazuya; Halimi, Florentina
Titel	How Foreign Language Enjoyment Acts as a Buoy for Sagging Motivation: A Longitudinal Investigation
Quelle	In: Applied Linguistics, 44 (2023) 1, S.22-45 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saito, Kazuya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amac033
Schlagwörter	Second Language Learning; Learner Engagement; Learning Motivation; Psychological Patterns; Anxiety; Language Attitudes + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Motivation for studies; Lernmotivation; Angst; Sprachverhalten
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01