Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?

The present study focused on differences in intensity of Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), and proportion of time in a state of flow among 761 English FL learners and 825 FL learners of Languages Other Than English (LOTE). Participants in the LOTE group rep...

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Bibliographic Details
Published in:Revista Brasileira de Linguística Aplicada 2022-03, Vol.22 (1), p.156-180
Main Authors: Dewaele, Jean-Marc, MacIntyre, Peter
Format: Article
Language:English
Subjects:
Anxiety
English
English as a second language instruction
Flow
Foreign Language Classroom Anxiety
Foreign Language Enjoyment
Language status
Languages Other Than English (LOTE)
Second language instruction
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Summary:The present study focused on differences in intensity of Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), and proportion of time in a state of flow among 761 English FL learners and 825 FL learners of Languages Other Than English (LOTE). Participants in the LOTE group reported significantly higher levels of FLE and a higher proportion of class time in a state of flow, as well as lower levels of FLCA than the EFL group – although the effect size was very small. This suggests that the global status and prestige of English does not mean that learners around the world enjoy the classes more, spend more time in a state of flow or experience less anxiety. The relationships between FLE, FLCA and proportion of class time in a state of flow were also found to be higher in the LOTE group, suggesting stronger emotional involvement.
ISSN:1676-0786
1984-6398
DOI:10.1590/1984-6398202218487