The two faces of Janus? Anxiety and enjoyment in the foreign language classroom

• Published in: Studies in second language learning and teaching Vol. 4; no. 2; pp. 237 - 274
• Main Authors: Dewaele, Jean-Marc, MacIntyre, Peter D.
• Format: Journal Article
• Language: English
• Published: Kalisz Adam Mickiewicz University Faculty of Pedagogy and Fine Arts 01.01.2014; Adam Mickiewicz University Department of English Studies; Adam Mickiewicz University in Poznań
• Subjects: Age Groups; Anxiety; Class Activities; Classroom Environment; Classrooms; Comparative Analysis; Correlation; Cultural Background; Educational Attainment; Effect Size; FLES; Foreign Language Classroom Anxiety; Foreign Language Enjoyment; Gender Differences; Individual Differences; Knowledge Level; Language Proficiency; Learner Engagement; Likert Scales; Mastery Learning; Modern Language Curriculum; Motivation; Multilingualism; Online Surveys; Peer Groups; Peer Relationship; Psychological Patterns; Regional Characteristics; Scores; Second language instruction; Second Language Learning; Statistical Analysis; Teacher Student Relationship; Teaching Skills
• ISSN: 2083-5205; 2084-1965
• DOI: 10.14746/ssllt.2014.4.2.5

The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from the FLCAS (Horwitz, Horwitz, & Cope, 1986). Statistical analyses revealed that levels of FLE were significantly higher than those of FLCA. FLE and FLCA were linked to a number of independent variables: participants’ perception of their relative level of proficiency within the FL classroom, number of languages known, education level, number of FLs under study, age group and general level of the FL (ranging from lower-intermediate to advanced). Female participants reported both more FLE and more FLCA. Cultural background of participants also had a significant effect on their scores. Participants’ views on episodes of enjoyment in the FL class revealed the importance of teachers’ professional and emotional skills and of a supportive peer group. Many participants mentioned the moment at which they realised that their long effort in mastering an aspect of the FL paid off.