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    How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: a mixed modelling longitudinal investigation

    Dewaele, Jean-Marc and Saito, Kazuya and Halimi, F. (2022) How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: a mixed modelling longitudinal investigation. Language Teaching Research , ISSN 1362-1688. (In Press)

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    Abstract

    The current study investigates how Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA) and Attitude/motivation (AM) of 360 learners of English, German, French and Spanish in a Kuwaiti university was shaped over the course of one semester by three teacher behaviours: frequency of using the FL in class, predictability and frequency of joking. Linear mixed modelling revealed a positive relationship between the three teacher behaviours and FLE as well as AM, but no significant relationship emerged with FLCA. Multiple comparison analyses showed that levels of FLE dropped significantly among students whose teacher joked very infrequently and infrequently. It thus seems that the absence of teacher jokes had a delayed cumulative effect on FLE. No interaction effects were found with time for FLCA and for AM. We conclude that teacher behaviours affect both AM and FLE, and that teachers’ absence of joking actually drains FLE over time.

    Metadata

    Item Type: Article
    Keyword(s) / Subject(s): Foreign Language Enjoyment, Foreign Language Classroom Anxiety, Attitude/motivations, teacher Foreign Language use, teacher predictability, teacher joking
    School: School of Arts > Languages, Cultures & Applied Linguistics (from 2021)
    Depositing User: Jean-Marc Dewaele
    Date Deposited: 01 Jun 2022 14:30
    Last Modified: 03 Jun 2022 00:27
    URI: https://eprints.bbk.ac.uk/id/eprint/48150

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