Abstract
Scholarly attention to the feeling of enjoyment experienced in second language acquisition (SLA) has sharply increased in the past 5 years owing to its positive effect on facilitating academic outcomes as well as promoting language learners' well-being. This sequential mixed methods study aims to examine the interplay between Foreign language enjoyment (FLE) and learner engagement (LE) as well as their combined effects on participants' EFL achievement and absenteeism. To this end, we administrated a questionnaire containing the adapted FLE Scale and the four-aspect engagement inventory among 707 Chinese university students and a semi-structured interview among 28 of them. Statistical analysis revealed that FLE was highly and positively correlated with LE, and the causal relationship between the two constructs was reciprocal. Furthermore, both FLE and LE had low correlations with participants' academic achievements, but no significant correlation was found between FLE or LE and absenteeism. However, a higher level of FLE-social was associated with a lower level of absenteeism. Finally, no gender differences were found either in the level FLE or in that of LE. The thematic analysis indicated that FLE was subject substantially to teacher-related variables and the second most significant attractor of FLE was FLE-self. Analysis of the trends of LE indicated that Chinese EFL learners preferred to engage themselves in their English study more emotionally, behaviorally, and cognitively than agentically. Pedagogical implications of the findings for EFL practitioners are also discussed, and suggestions for future research are offered.
Highlights
The turn of the new millennium has witnessed the modern positive psychology (PP) movement since Martin Seligman became the president of the American Psychological Association
The results revealed that while reliable social bonds with teacher and peers facilitated Foreign language enjoyment (FLE), language proficiency was significantly, positively related to this positive emotion, since better command of language was usually connected with greater control perception and proficient learners were more likely to benefit from the recognition of the value of language proficiency
This study suggested that perception of the FL teacher and teachers’ pedagogical practices played a crucial role in facilitating FLE
Summary
The turn of the new millennium has witnessed the modern positive psychology (PP) movement since Martin Seligman became the president of the American Psychological Association. Interplay Between FLE and Engagement and flourishing at biological, personal, relational, social, institutional, cultural, and global level (Seligman and Csikszentmihalyi, 2000), PP was founded on three pillars: (1) positive experiences, (2) positive character traits, and (3) positive institutions. To corroborate the practical significance of PP, Fredrickson (2001, 2013) formulated the broaden-and-build theory to further highlight the impact of positive emotions and experiences on nourishing flourishing individuals. The theory states that positive emotions—including joy, interest, contentment, pride, and love, share the ability to “broaden people’s momentary thought-action repertoires and build their enduring personal resources, ranging from physical and intellectual resources to social and psychological resources” As a matter of fact, the relatively short marriage of PP and SLA is producing new knowledge in each of the original three pillars (MacIntyre, 2021)
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