Keywords
foreign language classroom anxiety
teachers
How to Cite
Number of views: 3718
Number of downloads: 2649
Abstract
Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.
Funding
the participants
John Witney
the guest editor
the reviewers
References
Arnold. J. (2020). Foreword. In C. Gkonou, J.-M Dewaele, & J. King (Eds.), The emotional rollercoaster of language teaching (pp. xix-xx). Bristol: Multilingual Matters.
Botes, E., Dewaele, J.-M., & Greiff, S. (2020). The development of a short-form foreign language enjoyment scale (Unpublished paper).
Boudreau, C., MacIntyre, P. D., & Dewaele, J.-M. (2018). Enjoyment and anxiety in second language communication: An idiodynamic approach. Studies in Second Language Learning and Teaching, 8, 149-170. http://doi.org/10.14746/ssllt.2018.8.1.7
Dewaele J.-M. (2002). Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production. International Journal of Bilingualism, 6, 23-39. http://doi.org/10.1177/13670069020060010201
Dewaele, J.-M. (2015). On emotions in foreign language learning and use. The Language Teacher, 39, 13-15.
Dewaele, J.-M. (2017). Psychological dimensions and foreign language anxiety. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 433-450). London: Routledge.
Dewaele, J.-M. (2018). Online questionnaires. In A. Phakiti, P. De Costa, L. Plonsky, & S. Starfield (Eds.), The Palgrave handbook of applied linguistics research methodology (pp. 269-286). Basingstoke: Palgrave Macmillan.
Dewaele, J.-M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. In A. M. Padilla, X. Chen, & J. Lake (Eds.), Positive psychology, second language learning and third language learning [Special Issue] Frontiers in Psychology. Language Sciences 10, 2128. http://doi.org/10.3389/fpsyg.2019.02128
Dewaele, J.-M., & Dewaele, L. (2017). The dynamic interactions in Foreign Language Classroom Anxiety and Foreign Language Enjoyment of pupils aged 12 to 18: A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1, 12-22. http://doi.org/10.22599/jesla.6
Dewaele, J.-M., Franco Magdalena, A., & Saito, K. (2019). The effect of perception of teacher characteristics on Spanish EFL Learners’ anxiety and enjoyment. Modern Language Journal, 103(2), 412-427.
Dewaele, J.-M., Gkonou, C., & Mercer, S. (2018). Do ESL/EFL teachers´ emotional intelligence, teaching experience, proficiency and gender, affect their classroom practice? In J. de Dios Martínez Agudo (Ed.), Emotions in second Language teaching. Theory, research and teacher education (pp. 125-141). Berlin: Springer.
Dewaele, J.-M., & Li, C. (2018). Editorial. In Dewaele, J.-M. (Ed.), Emotions in SLA [Special Issue]. Studies in Second Language Learning and Teaching, 8, 15-19. http://doi.org/10.14746/ssllt.2018.8.1.1
Dewaele, J.-M., & Li, C. (2020). Emotions in second language acquisition: A critical review and research agenda. In C. Li (Ed.), A positive psychology perspective on emotions in SLA. [Special Issue] Foreign Language World [Chinese 外语界], 196(1), 34-49.
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, 237-274. http://doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J.-M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of FL learning? In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive Psychology in SLA (pp. 215-236). Bristol: Multilingual Matters.
Dewaele, J.-M., & MacIntyre, P. D. (2019). The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp. 263-286). London: Routledge.
Dewaele, J.-M., Özdemir, C. Karci, D., Uysal, S., Özdemir, E. D., & Balta, N. (2019). How distinctive is the foreign language enjoyment and foreign language classroom anxiety of Kazakh learners of Turkish? Applied Linguistics Review. http://doi.org/10.1515/applirev-2019-0021
Dewaele J.-M., & Pavelescu L. (2019). The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: A multiple case study. Innovation in Language Learning and Teaching. http://doi.org/10.1080/17501229. 2019. 1675667.
Dewaele, J.-M., Petrides, K., & Furnham, A. (2008). The effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation. Language Learning, 58(4), 911-960.
Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety in the FL classroom: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676-697.
Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language. Oxford: Oxford University Press.
Gregersen, T., MacIntyre, P. D., & Meza, M. D. (2014). The motion of emotion: Idiodynamic case studies of learners’ foreign language anxiety. Modern Language Journal, 98, 574-588. http://doi.org/10.1111/modl.12084
Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43, 154-167. http://doi.org/10.1017/S026144480999036X
Horwitz, E. K. (2017). On the misreading of Horwitz, Horwitz, and Cope (1986) and the need to balance anxiety research and the experiences of anxious language learners. In C. Gkonou, M. Daubney, & J.-M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 31-47). Bristol: Multilingual Matters.
Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132. http://doi.org/10.1111/j.1540-4781
Jiang, Y., & Dewaele, J.-M. (2020). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System, 89, 1-12. http:// doi.org/10.1016/j.system.2020.102207
Jin, Y., & Zhang, L. J. (2018). The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement. International Journal of Bilingual Education and Bilingualism. http://doi.org/10.1080/13670050.2018.1526253
Jussim, L., & Eccles, J. (1995). Naturalistic studies of interpersonal expectancies. Review of Personality and Social Psychology, 63, 947-961.
Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon.
Li, C., Jiang, G., & Dewaele, J.-M. (2018). Foreign language enjoyment of Chinese high school students: Validation of Chinese version of foreign language enjoyment scale. System, 76, 183-196. http://doi.org/10.1016/j.system.2018.06.004
Li, C., Dewaele, J.-M., & Jiang, G. (2019). The complex relationship between classroom emotions and EFL achievement in China. Applied Linguistics Review http://doi.org/10.1515/applirev-2018-0043
MacIntyre, P. D. (1992). Anxiety and language learning from a stages of processing perspective (Unpublished PhD). University of Western Ontario.
MacIntyre, P. D. (2017). An overview of language anxiety research and trends in its development. In C. Gkonou, M. Daubney, & J.-M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 11-30). Bristol: Multilingual Matters.
MacIntyre, P. D., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2, 193-213. http://doi.org/10.14746/ssllt.2012.2.2.4
MacIntyre, P. D., Gregersen, T., & Mercer, S. (Eds.). (2016). Positive psychology in SLA. Bristol: Multilingual Matters.
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. Modern Language Journal, 103, 262-274. http://doi.org/10.1111/modl.12544
MacIntyre, P. D., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4, 153-172. http://doi. org/10.14746/ssllt.2014.4.2.2
Moskowitz, S. & Dewaele, J.-M. (2019). Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student self-reported attitudes and motivation. Innovation in Language Learning and Teaching. http://doi.org/10.1080/17501229.2019.1707205
Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64, 878-912. http://doi.org/10.1111/lang.12079
Rosenkrantz, W. A. (2008). Introduction to probability and statistics for science, engineering, and finance. Boca Raton FA: Chapman and Hall/CRC.
Ross, A. S., & Rivers, D. J. (2018). Emotional experiences beyond the classroom: Interactions with the social world. In J.-M. Dewaele (Ed.), Emotions in SLA [Special Issue] Studies in Second Language Learning and Teaching, 8(1), 103-126.
Ryan, R. M., Connell, J. P., & Plant, R. W. (1990). Emotions in non-directed text learning. Learning and Individual Differences, 2(1), 1-17.
Saito, K., Dewaele, J.-M., Abe, M., & In’nami, Y. (2018). Motivation, emotion, learning experience and second language comprehensibility development in classroom settings. Language Learning, 68, 709-743. http://doi.org/10.1111/lang.12297
Sevinç, Y., & Dewaele, J.-M. (2018). Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands. International Journal of Bilingualism, 22(2), 159-179.
License
1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.
2. The Author grants the Publisher non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern Attribution 4.0 International (CC BY 4.0) as well as another language version of this license or any later version published by Creative Commons.
3. The Author grants the Publisher permission to reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
4. The Author grants the Publisher permission to send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases.
5. The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:
5.1. allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made, based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the Attribution 4.0 International (CC BY 4.0) Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;
5.2. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.3. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
6. Because of the royalty-free provision of services of the Author (resulting from the scope of obligations stipulated in the present Agreement), the Author shall not be entitled to any author’s fee due and payable on the part of the Publisher (no fee or royalty is payable by the Publisher to the Author).
7.1. In the case of third party claims or actions for indemnity against the Publisher owing to any infractions related to any form of infringement of intellectual property rights protection, including copyright infringements, the Author is obliged to take all possible measures necessary to protect against these claims and, when as a result of legal action, the Publisher, or any third party licensed by the Publisher to use the Work, will have to abandon using the Work in its entirety or in part or, following a court ruling in a legal challenge, to pay damages to a third party, whatever the legal basis
7.2. The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.
7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.