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We used a data set with n = 1,603 learners of foreign languages (FL) to develop and validate the short form of the Foreign Language Enjoyment Scale (S-FLES). The data was split into 2 groups, and we used the first sample to develop the short-form measure. A 3-factor hierarchical model of foreign language enjoyment (FLE) was uncovered, with FLE as a higher-order factor and with teacher appreciation, personal enjoyment, and social enjoyment as 3 lower-order factors. We selected 3 items for each of the 3 lower-order factors of the S-FLES. The proposed 9-item S-FLES was validated in the second sample, and the fit statistics for the factor structure indicated close fit. Further evidence was found to support the internal consistency, convergent validity, and discriminant validity of the S-FLES. The S-FLES provides a valid and reliable short-form measure of FLE, which can easily be included in any battery of assessments examining individual differences in FL learning.

This study examined the relationship among foreign language enjoyment (FLE), second language L2 grit, online learning self-efficacy (OLSE), and online learning engagement among Iranian English as a foreign language (EFL) learners. The study involved 578 Iranian EFL learners who completed self-report measures of the four constructs. Confirmatory factor analysis and structural equation modeling were employed to confirm the validity of the scales and test the hypothesized model. The findings indicate that FLE positively affects online learning engagement and OLSE positively influences online learning engagement. Additionally, the study found that online self-efficacy mediates the relationship between L2 grit and online learning engagement. These results highlight the importance of FLE and OLSE in promoting online learning engagement, and the mediating role of online self-efficacy in the interplay between L2 grit and online learning engagement. This research sheds more light on the understanding of the factors that influence online learning engagement among EFL learners and has important implications for both theory and practice.

To achieve sustainable development of e-commerce and promote customers’ online shopping conduct, companies develop online shopping platforms to enhance customers’ online shopping behavior. The growing significance of technology in advertising has sparked intense interest in the worlds of education and business to create enjoyable experiences for online clients. Analyzing flow-related states is crucial for generating these experiences. Based on a combined theoretical framework comprising the antecedents of flow, the expectation confirmation model, and the technology acceptance model, this research examines how flow experiences influence the willingness to participate in online purchasing through online shopping platforms, with a focus on Chinese internet users of online shopping platforms. Three hundred internet clients were selected using the convenience sampling technique, and a survey methodology was employed to collect information from internet consumers. Findings from this study suggest that flow had a significant effect on continuous intention, perceived usefulness, and satisfaction. Furthermore, concerning flow’s antecedents, flow was significantly influenced by feedback, perceived enjoyment, and perceived vividness. Moreover, perceived usefulness and perceived ease of use were found to have substantial relationships with satisfaction and continuous intention. This research provides significant implications for research scholars and practitioners. Plain language summary This research explores how online shopping platforms can improve the online shopping experience for Chinese internet users. The study focuses on the concept of “flow,” which refers to a state of complete immersion and enjoyment during an activity. The study involved 300 Chinese internet users, and data was collected through a survey. The findings indicate that the flow experience significantly affects users’ intentions to continue shopping online, their perception of usefulness, and their overall satisfaction. In terms of what influences the flow of experience, feedback, enjoyment, and vividness were identified as significant factors. These insights are valuable for both researchers and practitioners in the field of e-commerce, shedding light on the factors that contribute to a positive online shopping experience and suggesting ways to enhance user satisfaction and engagement in the rapidly growing Chinese online market.

Five studies, using diverse methodologies, distinct consumption experiences, and different manipulations, demonstrate the novel finding that savoring an upcoming consumption experience heightens enjoyment of the experience both as it unfolds in real time (ongoing enjoyment) and when it is remembered (remembered enjoyment). This theory predicts that the process of savoring an upcoming experience creates affective memory traces that are reactivated and integrated into the actual and remembered consumption experience. Consistent with this theorizing, factors that interfere with consumers' motivation, ability, or opportunity to form or retrieve affective memory traces of savoring an upcoming experience limit the effect of savoring on ongoing and remembered consumption enjoyment. Affective expectations, moods, imagery, and mindsets do not explain the observed findings.

This study is part of a growing wave of interest in foreign language (FL) learners’ emotions, their sources, and their effects. Previous studies have confirmed that there is a clear relationship between the emotions of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), foreign language boredom (FLB), and foreign language performance. However, the relative importance of each emotion as a predictor of FL performance has yet to be examined, and as different teaching and learning strategies can elicit different emotions, it is difficult to determine whether FL teachers and learners should prioritize a specific emotion in course design and study. We, therefore, utilized structural equation modeling and latent dominance analysis on a sample of 502 Moroccan EFL learners in order to examine the relative importance of each emotion in predicting FL performance. We argue that it is crucial to use sophisticated statistical analyses and to collect samples from outside Western, educated, industrialized, rich, and democratic (WEIRD) countries. The latent dominance analysis revealed that FLCA had the strongest (negative) effect on English test scores. FLB had a significant—but slightly weaker—negative effect and FLE had a significant—but weaker still—positive effect. As such, it is vital that FL teachers and learners not underestimate the impact of anxiety on language learning.

Studies examining the positive emotion of foreign language enjoyment (FLE) have recently increased exponentially, as researchers are applying the tenets of positive psychology in applied linguistics. It is therefore an appropriate time to take stock of the current literature and conduct a preliminary meta-analysis. The relationships between FLE and four variables, namely, foreign language anxiety (FLA), willingness to communicate (WTC), academic achievement, and self-perceived achievement were examined. A total of k = 96 effect sizes were analyzed with an overall sample size of N = 28,166 in random-effects models with correlation coefficients. There was a moderate negative correlation between FLE and FLA. In turn, moderate positive correlations were found between FLE and WTC, FLE and academic achievement, and FLE and self-perceived achievement. These positive associations confirm the value of FLE in FL learning and further affirm the need for researchers to examine positive psychology constructs in the foreign language classroom.

Can the same product or service be experienced differently depending on feelings evoked by the retailer’s environment? The current research explores how consumers’ sense of environment familiarity influences retail experiences. A series of eight studies demonstrates that consumers like familiar products more when they sense an unfamiliar (vs. familiar) environment because they become discovery-oriented, whereby familiar items seem more novel under these conditions. Consistent with this explanation, we find that the proposed effect is specific to familiar products and does not apply to products that are inherently new (i.e., unfamiliar), and that this effect occurs due to consumers having a mindset geared toward discovery. The present research reveals the important joint impact of the retailer environment and product type on customers’ experiences, by showing how and why feelings evoked by retailers’ surroundings affect consumers’ judgments and behaviors. Our findings have implications for retailers wishing to improve in-store experiences, as well as for consumer welfare.

The present study explores the relationship between Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) and a number of teacher-centered variables within the Spanish classroom context. Participants were 210 former and current learners of English as a foreign language (EFL) from all over Spain who filled out an online questionnaire with Likert scale items. A moderate negative relationship emerged between FLE and FLCA. Participants who had an L1 English speaker as a teacher reported more FLE and less FLCA than those with a foreign language user of English. Teacher characteristics predicted close to 20% of variance in FLE but only 8% of variance in FLCA. The strongest positive predictor of FLE was a teacher's friendliness while a teacher's foreign accent was a weaker negative predictor. Teacher-centered variables predicted much less variance for FLCA. Participants experienced more FLCA with younger teachers, very strict teachers, and teachers who did not use the foreign language much in class. The findings confirm earlier research that FLE seems to be more dependent on the teachers' pedagogical skills than FLCA. (Verlag).

The influence of eWoM use for s-commerce in the context of Arab region remains unexplored. To bridge this gap, this study develops a model for eWoM use for s-commerce post adoption. This model link three antecedents-factors (trust towards other people, trust of internet/Instagram, and perceived risks) to eWoM use for s-commerce through the mediation of perceived enjoyment, perceived value, and customer satisfaction. The model is validated with a large sample of 843 Instagram users using LISREL tool. Research findings revealed that propensity to trust, trust of internet, perceived risk, and perceived value affect use of eWoM through the indirect effect of perceived enjoyment and satisfaction, while perceived value has no direct effect on eWoM. Customer satisfaction was a predominant predictor of eWoM use. The model has relevant contributions and implications for both research and practice.

Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.