How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation

The current study investigates how foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) and attitude/motivation (AM) of 360 learners of English, German, French and Spanish in a Kuwaiti university was shaped over the course of one semester by three teacher behaviours: frequency...

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Veröffentlicht in:Language teaching research : LTR Jg. 29; H. 4; S. 1580 - 1602
Hauptverfasser: Dewaele, Jean-Marc, Saito, Kazuya, Halimi, Florentina
Format: Journal Article
Sprache:Englisch
Veröffentlicht: London, England SAGE Publications 01.05.2025
Schlagworte:
teacher predictability
foreign language enjoyment
foreign language classroom anxiety
teacher foreign language use
attitude/motivations
teacher joking
ISSN:1362-1688, 1477-0954
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Zusammenfassung:The current study investigates how foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) and attitude/motivation (AM) of 360 learners of English, German, French and Spanish in a Kuwaiti university was shaped over the course of one semester by three teacher behaviours: frequency of using the foreign language (FL) in class, predictability and frequency of joking. Linear mixed modelling revealed a positive relationship between the three teacher behaviours and FLE as well as AM, but no significant relationship emerged with FLCA. Multiple comparison analyses showed that levels of FLE dropped significantly among students whose teacher joked very infrequently and infrequently. It thus seems that the absence of teacher jokes had a delayed cumulative effect on FLE. No interaction effects were found with time for FLCA and for AM. We conclude that teacher behaviours affect both AM and FLE, and that frequency of joking actually shapes FLE over time.
ISSN:1362-1688
1477-0954
DOI:10.1177/13621688221089601