Foreign Language learning and teaching Enjoyment
Teachers’ Perspectives
Bibliographic Data
| ID | 19556129 |
|---|---|
| Authors | Ewelina Mierzwa (0000-0002-2653-7768, University of Opole, corresponding author) |
| Year | 2019 |
| Volume | 10 |
| Issue | 2 |
| Pages | 170-188 |
| Publication date | 2019-09-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Education Culture and Society (JOURNAL) |
| Journal identifiers | ISSN: 2081-1640 • E-ISSN: 2081-1640 |
| Publisher | Foundation Pro Scientia Publica (PUBLISHER • PL) |
| DOI | 10.15503/jecs20192.170.188 |
| OpenAlex | W2972069015 |
| Language | EN |
| Citations received | 26 |
| References cited | 12 |
Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers. Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data. Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom. Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context
Descriptive statistics · Foreign language · Mathematics education · Originality · Pedagogy · Residence · Sociology · Statistics · EFL/ESL Teaching and Learning · Linguistic Education and Pedagogy · Mathematics · Psychology · Social Psychology
Enjoyment begets enjoyment
Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching
Anxieties as Determinants of ESP Students’ Performance Towards English Language Learning at Ho Chi Minh University of Banking
Modelling the contribution of teachers’ perceived school climate to foreign language teaching enjoyment
Factors affecting Thai EFL students’ behavioral intentions toward mobile-assisted language learning
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Immunized Iranian EFL Teachers During Covid-19 Pandemic
A Latent Growth Curve Modelling Study on the Impact of AI ‐Powered Robots on Classroom Enjoyment and Willingness to Attend Classes
Teaching Enjoyment and Vitality as Mediators of Cognitive Flexibility and Reflective Teaching in EFL Teachers
Testing a model of EFL teachers’ work engagement
Portraying higher education students' accounts of foreign language classroom enjoyment and its effects
The predictive effects of reading speed and positive affect on first and second language incidental vocabulary acquisition through reading an authentic novel
Positive emotions fuel creativity
Do teachers’ well-being and resilience predict their Foreign Language Teaching Enjoyment (FLTE)
Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers
Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian
Effects of teacher’s personality traits on EFL learners’ foreign language enjoyment
Teachers matter
Developing foreign language teacher enjoyment among Iranian and Turkish EFL teachers
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The interaction between task repetition and oral task enjoyment
A cross-lagged panel analysis of self-efficacy, teacher grit, teaching enjoyment, and work engagement among foreign language teachers
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Poe or Gemini for fostering writing skills in Japanese upper‐intermediate learners
Chronicling emotional trajectories in early‐career language teaching
Are foreign language teaching enjoyment and motivation two sides of the same coin
Positive Psychology in SLA
Foreign language enjoyment and anxiety
Emotional transmission in the classroom
The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment
A Social-Cognitive, Control-Value Theory of Achievement Emotions
Academic Emotions in Students' Self-Regulated Learning and Achievement
The Control-Value Theory of Achievement Emotions
Understanding Chinese high school students’ Foreign Language Enjoyment
Introducing positive psychology to SLA
Love and enjoyment in context
Towards Conceptualizing Language Learning Curiosity in SLA
| Citations per year | 4.33 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |