A longitudinal study of foreign language anxiety and enjoyment

Language Teaching Research - Tập 27 Số 6 - Trang 1552-1575 - 2023
Chunmei Pan1, Xian Zhang2
1Faculty of English Language and Culture, Guangdong University of Foreign Studies, China
2University of North Texas USA

Tóm tắt

The present longitudinal study investigated the changes of FLE (foreign language enjoyment) and FLA (foreign language anxiety) over time in the foreign language classroom and their relationship with foreign language learning motivation and learners’ personality traits. Fifty-five college students completed an FLE/FLA questionnaire after English classes over 14 weeks. They also completed a motivation questionnaire and a personality questionnaire. The results revealed that FLE was less stable over time as compared to FLA. A number of motivational factors (e.g. ought-to L2 self, ideal L2 self, motivated behavior) were found to be related to both the mean and the variance of FLE and FLA over time. Moreover, several personality traits (e.g. extraversion) also played a role in FLE and FLA. Pedagogical implications were discussed.

Từ khóa


Tài liệu tham khảo

10.1037/h0045464

10.14746/ssllt.2018.8.1.7

10.1111/j.1467-1770.1994.tb01113.x

Clore G.L., 1994, The Nature of emotion: Fundamental questions, 386

Costa P.T., McCrae R.R. (1992). The revised NEO Personality Inventory (NEO PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual. Odessa, FL: Psychological Assessment Resources.

10.1111/j.1540-4781.2013.12036.x

10.14746/ssllt.2018.8.1.2

10.14746/ssllt.2015.5.2.2

10.22599/jesla.6

10.14746/ssllt.2020.10.1.3

10.1111/0023-8333.00098

10.1016/S0191-8869(99)00106-3

10.14746/ssllt.2014.4.2.5

10.21832/9781783095360-010

10.4324/9781351190558-12

10.3389/fpsyg.2019.02128

10.1177/1362168817692161

Dörnyei Z., 2005, The psychology of the language learner: Individual differences in second language acquisition

Dörnyei Z., 2011, Teaching and researching motivation

Eysenck H.J., 1964, Manual of the Eysenck personality inventory

10.1016/0191-8869(85)90026-1

10.1037/0003-066X.56.3.218

10.1511/2003.26.330

10.1093/oso/9780195176797.003.0006

10.1037/h0083787

Gui S., 2012, Modern Foreign Languages, 35, 193

10.1037/0033-295X.94.3.319

10.1037/0022-3514.72.3.515

10.1111/j.1944-9720.1996.tb01248.x

10.1111/0026-7902.00067

10.1111/j.1540-4781.1986.tb05256.x

10.1177/0031512519864471

10.1111/j.1467-1770.1977.tb00294.x

10.1080/09658416.1994.9959845

10.1016/j.system.2018.06.004

Li X., 1986, Communicative English for Chinese Learners: Teacher’s Handbook

10.1111/j.1540-4781.1995.tb05438.x

10.1177/0261927X960151001

10.1111/j.1467-1770.1991.tb00677.x

10.1111/j.1467-1770.1994.tb01103.x

10.1017/S0272263100012560

10.14746/ssllt.2012.2.2.4

MacIntyre P.D., 2014, Studies in Second Language Learning and Teaching, 2, 153

10.1016/j.system.2010.06.011

10.1111/lang.12297

Spielberger C.D., 1983, Manual for the State-Trait Anxiety Inventory (Form Y)

10.21832/9781847691293-005

10.1037/0022-3514.75.1.256

10.1017/S0272263116000243

10.1017/S0272263118000311

10.1111/modl.12590

Thông tin
Thông tin xuất bản

Language Teaching Research

Tập 27 Số 6

1552-1575

Thông tin tác giả