Sources and Effects of Foreign Language Enjoyment, Anxiety, and Boredom: A Structural Equation Modeling Approach

Autor/inn/en	Dewaele, Jean-Marc; Botes, Elouise; Greiff, Samuel
Titel	Sources and Effects of Foreign Language Enjoyment, Anxiety, and Boredom: A Structural Equation Modeling Approach
Quelle	In: Studies in Second Language Acquisition, 45 (2023) 2, S.461-479 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dewaele, Jean-Marc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263122000328
Schlagwörter	Second Language Learning; Anxiety; Psychological Patterns; Student Attitudes; Teacher Behavior; Academic Achievement; Emotional Response + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Angst; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Schulleistung; Emotionales Verhalten
Abstract	The present study is among the first to investigate how three foreign language (FL) emotions, namely FL enjoyment (FLE), anxiety (FLCA), and boredom (FLB), are related to each other. It is the first study to consider how the three FL emotions are shaped by one learner-internal variable (attitude toward the FL), by two perceived teacher behaviors (frequency of use of the FL in class and unpredictability), and how all these variables jointly affect leaners' FL achievement. Participants were 332 FL learners from all over the world studying a wide variety of FLs who filled out an online questionnaire. A close-fitting structural equation model revealed associations between FLE, FLCA, and FLB. Teacher behaviors positively affected FLE, with no discernible effect on FLB or FLCA. Only FLCA was found to have a (negative) effect on academic achievement. The study confirms the complex relationship between teacher behaviors and positive emotions in the FL classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01