A Longitudinal Study of Foreign Language Anxiety and Enjoyment

Autor/inn/en	Pan, Chunmei; Zhang, Xian
Titel	A Longitudinal Study of Foreign Language Anxiety and Enjoyment
Quelle	In: Language Teaching Research, 27 (2023) 6, S.1552-1575 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pan, Chunmei) ORCID (Zhang, Xian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168821993341
Schlagwörter	Second Language Learning; Second Language Instruction; Personality Traits; Anxiety; Learning Motivation; Teaching Methods; Student Attitudes; Self Concept; Longitudinal Studies; Foreign Countries; Communication (Thought Transfer); Measures (Individuals); Likert Scales; Undergraduate Students; Majors (Students); China; Foreign Language Classroom Anxiety Scale + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Angst; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Selbstkonzept; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Communication; thought; Kommunikation; Gedanke; Messdaten; Likert-Skala
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01