Abstract
This cross-sectional mixed methods study investigates how intense and authentic communication shapes learners’ enjoyment (FLE), anxiety (FLCA), and boredom (FLCB) in class. Participants were 181 beginning English foreign language learners aged 11 in three secondary schools in France. Statistical analyses revealed that pupils in classes with a special focus on intense and authentic communication experienced significantly more FLE and less FLCA and FLCB than their peers in standard classes. Structural equation modelling revealed that intense and authentic communication had the strongest (positive) effect on FLE, followed by negative effects on FLCB and FLCA. FLE was found to be negatively correlated with FLCA and FLCB, while FLCA and FLCB were positively correlated. An axiological analysis of the qualitative data showed that pupils in intense, authentic communication classes reported more FLE, less FLCB, and equal FLCA compared with peers in the standard teaching classes. Pedagogical implications are presented.
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