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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| Vydáno v: | Language teaching research : LTR Ročník 29; číslo 4; s. 1580 - 1602 |
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| Hlavní autoři: | , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
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London, England
SAGE Publications
01.05.2025
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| ISSN: | 1362-1688, 1477-0954 |
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| Abstract | 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. |
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| AbstractList | 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. |
| Author | Dewaele, Jean-Marc Saito, Kazuya Halimi, Florentina |
| Author_xml | – sequence: 1 givenname: Jean-Marc orcidid: 0000-0001-8480-0977 surname: Dewaele fullname: Dewaele, Jean-Marc email: j.dewaele@bbk.ac.uk organization: University of London, UK – sequence: 2 givenname: Kazuya orcidid: 0000-0002-4718-2943 surname: Saito fullname: Saito, Kazuya organization: University College London, UK – sequence: 3 givenname: Florentina orcidid: 0000-0002-5966-830X surname: Halimi fullname: Halimi, Florentina organization: The Gulf University for Science & Technology, Kuwait |
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| Keywords | teacher predictability foreign language enjoyment foreign language classroom anxiety teacher foreign language use attitude/motivations teacher joking |
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| Title | How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation |
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