Abstract
This current study was carried out to find out learners’ foreign language enjoyment levels (FLE). Participants chosen based on purposive sampling method were 150 EFL learners studying at a university in Turkey. The present study was designed as a mixed method research design. For quantitative part of the study, Foreign Language Enjoyment scale developed by Dewaele and MacIntyre (2014) was used to collect data. As for the qualitative part of the study, semi-structured interview was used. Data obtained from the questionnaire were analyzed through descriptive and inferential statistics while qualitative data were analyzed based on inductive content analysis. As a result of analyses, it was found that learners experience moderate level of enjoyment in their English classes and there is not a significant difference among participants based on high school department from which they graduated. Inductive content analysis also showed that FLE personal, FLE environment, FLE instructional were found as main categories for explaining sources of learners’ foreign language enjoyment.
References
- Ahmadi-Azad, S., Asadollahfam, H., & Zoghi, M. (2020). Effects of teacher’s personality traits on EFL learners’ foreign language enjoyment. System, 95, 102369. https://doi.org/10.1016/j.system.2020.102369
- Bown, J., & White, C. J. (2010). Affect in a self-regulatory framework for language learning. System, 38(3), 432–443. https://doi.org/10.1016/j.system.2010.03.016
- Chen, J. (2018). Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach. British Journal of Educational Psychology. DOI:10.1111/bjep.12220
- Dewaele, J. M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance?. Studies in Second Language Learning and Teaching, 8(1). https://doi.org/10.14746/ssllt.2018.8.1.2
- Dewaele, J. M., & Dewaele, L. (2020). Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. Studies in Second Language Learning and Teaching, 10(1), 45-65. https://doi.org/10.14746/ssllt.2020.10.1.3
- Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in second language learning and teaching, 4(2), 237-274. https://doi.org/10.14746/ssllt.2014.4.2.5
- Fredrickson, B. L. (1998). What good are positive emotions?. Rev. Gen. Psychol. 2, 300-319
- Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: the broaden-and-build theory of positive emotions. Am. Psychol. 56, 218-226.
- Fredrickson, B. (2004). The Broaden-and-Build Theory of Positive Emotions. Philosophical Transactions: Biological Sciences, 359(1449), 1367-1377.
- Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705–716. doi:10.1037/a0014695
- Hakimi, S., Hejazi, E., & Lavasani, M. G. (2011). The Relationships Between Personality Traits and Students’ Academic Achievement. Procedia - Social and Behavioral Sciences, 29, 836–845. doi:10.1016/j.sbspro.2011.11.312
- Imai, Y. (2010). Emotions in SLA: New insights from collaborative learning for an EFL classroom. The Modern Language Journal, 94(2), 278-292. doi:10.1111/j.1540-4781.2010.01021.x
- Ismail, N. M. (2015). EFL Saudi Students’ Class Emotions and Their Contributions to Their English Achievement at Taif University. International Journal of Psychological Studies, 7(4), 19. doi:10.5539/ijps.v7n4p19
- MacIntyre, P., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning & Teaching, 2(2), 193–213.
- Özer, Z. (2020). Exploring the Link between Anxiety, Enjoyment, and Achievement in Foreign Language Classes. PhD Thesis. Hacettepe University.
- Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333-335. https://doi.org/10.1080/17439760.2018.1437466
YABANCI DİL SINIFLARINDAKİ ÖĞRENCİLERİN YABANCI DİLDE KEYİF ALMA DÜZEYLERİ ÜZERİNE BETİMSEL BİR ÇALIŞMA
Abstract
Bu mevcut çalışma, öğrencilerin yabancı dilden keyif alma düzeylerini belirlemek için yapılmıştır. Amaçlı örnekleme yöntemine göre seçilen katılımcılar, Türkiye'de bir üniversitede öğrenim görmekte olan 150 İngilizce öğrenicisidir. Bu araştırma, karma yöntem araştırma deseninde tasarlanmıştır. Araştırmanın nicel kısmında veri toplamak amacıyla Dewaele ve MacIntyre (2014) tarafından geliştirilen Yabancı Dil Keyif Alma ölçeği kullanılmıştır. Araştırmanın nitel kısmında ise yarı yapılandırılmış görüşme kullanılmıştır. Anketten elde edilen veriler tanımlayıcı ve çıkarımsal istatistiklerle, nitel veriler ise tümevarımsal içerik analiziyle analiz edilmiştir. Analizler sonucunda öğrencilerin İngilizce derslerinden orta düzeyde keyif aldıkları ve liseden mezun oldukları bölüme göre katılımcılar arasında anlamlı bir farklılık olmadığı tespit edilmiştir. Tümevarımsal içerik analizi sonucunda ise, öğrencilerin yabancı dilde keyif alma düzeylerinin kaynağı yabancı dilde keyif almada kişisel kaynaklar, yabancı dilde keyif almada çevresel kaynaklar ve yabancı dilde keyif almada öğretimsel kaynaklar adlı kategoriler altında açıklanmıştır.
References
- Ahmadi-Azad, S., Asadollahfam, H., & Zoghi, M. (2020). Effects of teacher’s personality traits on EFL learners’ foreign language enjoyment. System, 95, 102369. https://doi.org/10.1016/j.system.2020.102369
- Bown, J., & White, C. J. (2010). Affect in a self-regulatory framework for language learning. System, 38(3), 432–443. https://doi.org/10.1016/j.system.2010.03.016
- Chen, J. (2018). Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach. British Journal of Educational Psychology. DOI:10.1111/bjep.12220
- Dewaele, J. M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance?. Studies in Second Language Learning and Teaching, 8(1). https://doi.org/10.14746/ssllt.2018.8.1.2
- Dewaele, J. M., & Dewaele, L. (2020). Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. Studies in Second Language Learning and Teaching, 10(1), 45-65. https://doi.org/10.14746/ssllt.2020.10.1.3
- Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in second language learning and teaching, 4(2), 237-274. https://doi.org/10.14746/ssllt.2014.4.2.5
- Fredrickson, B. L. (1998). What good are positive emotions?. Rev. Gen. Psychol. 2, 300-319
- Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: the broaden-and-build theory of positive emotions. Am. Psychol. 56, 218-226.
- Fredrickson, B. (2004). The Broaden-and-Build Theory of Positive Emotions. Philosophical Transactions: Biological Sciences, 359(1449), 1367-1377.
- Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705–716. doi:10.1037/a0014695
- Hakimi, S., Hejazi, E., & Lavasani, M. G. (2011). The Relationships Between Personality Traits and Students’ Academic Achievement. Procedia - Social and Behavioral Sciences, 29, 836–845. doi:10.1016/j.sbspro.2011.11.312
- Imai, Y. (2010). Emotions in SLA: New insights from collaborative learning for an EFL classroom. The Modern Language Journal, 94(2), 278-292. doi:10.1111/j.1540-4781.2010.01021.x
- Ismail, N. M. (2015). EFL Saudi Students’ Class Emotions and Their Contributions to Their English Achievement at Taif University. International Journal of Psychological Studies, 7(4), 19. doi:10.5539/ijps.v7n4p19
- MacIntyre, P., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning & Teaching, 2(2), 193–213.
- Özer, Z. (2020). Exploring the Link between Anxiety, Enjoyment, and Achievement in Foreign Language Classes. PhD Thesis. Hacettepe University.
- Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333-335. https://doi.org/10.1080/17439760.2018.1437466
Details
| Primary Language | English |
|---|---|
| Subjects | Linguistics |
| Journal Section | Articles |
| Authors | |
| Publication Date | April 28, 2022 |
| Published in Issue | Year 2022Issue: 23 |
