The Dimensions of Foreign Language Classroom Enjoyment and Their Effect on Foreign Language Achievement

Autor/inn/en	Jin, Yinxing; Zhang, Lawrence Jun
Titel	The Dimensions of Foreign Language Classroom Enjoyment and Their Effect on Foreign Language Achievement
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 7, S.948-962 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jin, Yinxing) ORCID (Zhang, Lawrence Jun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1526253
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Native Language; Chinese; High School Students; Measures (Individuals); Student Attitudes; Path Analysis; Scores; Academic Achievement; Foreign Countries; Language Tests; Learning Motivation; Teacher Student Relationship; Peer Relationship; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; China; Chinesen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Messdaten; Schülerverhalten; Pfadanalyse; Schulleistung; Ausland; Language test; Sprachtest; Motivation for studies; Lernmotivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen
Abstract	This paper reports a study that investigated the dimensions underneath the construct of foreign language classroom enjoyment and explored the pattern in which these enjoyment dimensions affect foreign language achievement. To this end, 320 first language Chinese senior high school students, who were learning English as a foreign language (EFL), were invited to complete an adapted version of the Foreign Language Enjoyment Scale. These students' mid-term English examination scores were collected as a measure of foreign language achievement. Factorial analysis revealed a 3-factor solution for the adapted scale, including "Enjoyment of Teacher Support," "Enjoyment of Student Support," and "Enjoyment of Foreign Language Learning." Path analysis showed that "Enjoyment of Foreign Language Learning" had a direct effect on mid-term scores. "Enjoyment of Teacher Support" and "Enjoyment of Student Support" indirectly affected language achievement via "Enjoyment of Foreign Language Learning." There was no significant difference in the indirect effect of enjoyment of teacher and student support on English achievement. The findings are discussed and pedagogical implications are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01