Journal Article

Foreign Language Enjoyment and Anxiety of Chinese EFL Learners at the Tertiary Level: A Pseudo-Longitudinal Investigation

Wu, Huashan

2024

Overview

Multiple previous studies in language learning have examined the static effect of various independent variables on Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA), but little attention has been given to the dynamic features of these two learner emotions. The present study is based on a pseudo-longitudinal design to investigate the change of FLE and FLCA over time and their interplay with independent variables (learner-internal and teacher-centered variables) in a higher education context. A total of 288 English learners divided into three groups (undergraduates, master’s students, and doctoral students) completed the FLE, FLCA, and NEO Five-Factor Inventory questionnaires. Statistical analyses showed that doctoral students and undergraduates reported higher levels of FLE, while master’s students reported the highest levels of FLCA. Multiple regression analyses signified that FLE was jointly predicted by learner variables and teacher variables, whereas FLCA was solely predicted by learner variables, with attitude towards English identified as the best predictor for FLE, and Neuroticism as the strong predictor for FLCA in three groups. These results imply that levels of learner emotions and their interaction with predictor variables are dynamic in relation to learners’ educational qualifications. It is thus recommended that teachers and educational institutions implement pertinent interventions to boost FLE and alleviate FLCA at different stages of higher education. Plain language summary Investigating the joy and anxiety of Chinese EFL students in higher education: A study using pseudo-longitudinal methods Many studies have looked at how different factors affect two important emotions in language learning: Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA). However, most of the previous studies have focused on learner emotions as fixed and unchanging, rather than looking at how they might change over time. This study used a pseudo-longitudinal method to explore how FLE and FLCA change over time in university students and how these emotions relate to factors both within the students and related to their teachers. A total of 288 students studying English, including undergraduates, master’s students, and doctoral students, took part in the study. They completed surveys about their enjoyment and anxiety in learning English, as well as a personality questionnaire. The results showed that undergraduates and doctoral students had higher levels of enjoyment in learning English, while master’s students experienced the most anxiety. Further analysis revealed that both learner-related and teacher-related factors predicted FLE, with a positive attitude towards English being the best predictor. In contrast, FLCA was mainly predicted by learner-related factors, particularly the personality trait of Neuroticism. These findings suggest that learners’ emotions and how they relate to different factors change depending on their level of education.

• Publisher: SAGE Publications,SAGE PUBLICATIONS, INC,SAGE Publishing
• Subject: Anxiety / Attitudes / Change agents / Changes / Chinese languages / Classroom communication / Classrooms / College students / Doctoral Students / Educational attainment / Emotions / English / English (Second Language) / English as a second language / English as a second language instruction / English Learners / Enjoyment / Foreign language learning / Foreign languages / Graduate students / Graduate studies / Happiness / Higher education / Language / Language acquisition / Language attitudes / Learning / Learning environment / Multiple Regression Analysis / Neuroticism / Personality / Personality tests / Personality traits / Predictor Variables / Qualifications / Questionnaires / Second language teachers / Second Languages / Student teacher relationship / Students / Teachers / Undergraduate students / Variables