Enjoyment in the Foreign Language Classroom: Does Gender Matter? A Review of Selected Empirical Studies

Abstract

The present contribution offers an overview of a new research avenue in the field of second language acquisition (SLA) which began to flourish with the advent of Positive Psychology (PP). The study presents the findings of selected empirical studies on foreign language enjoyment (FLE) conducted in various countries, among foreign language (FL) learners at different ages, and at different proficiency levels. As there is a relatively small body of literature that directly concerns gender differences in FLE, the main aim of the present study is to fill the existing research gap in the field. One of the most significant findings to emerge from this study is that the relationship between FLE and gender is not entirely clear but a complex and intricate one. Statistically significant gender differences in FLE have been found only in a few studies thus far (female learners experience a higher level of FLE than their male peers). In all the remaining studies reviewed, gender did not have any significant effect on FLE, or the researchers did not refer to gender differences while reporting their results. It is therefore advised not to treat gender as a determinant of either high or low FLE but to focus on other factors that may boost FLE in all FL learners, regardless of gender.