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    Do flow, enjoyment and anxiety emerge equally in English foreign language classrooms as in other foreign language classrooms?

    Dewaele, Jean-Marc and MacIntyre, P. (2022) Do flow, enjoyment and anxiety emerge equally in English foreign language classrooms as in other foreign language classrooms? Revista Brasileira de Linguística Aplicada 22 (1), pp. 156-180. ISSN 1984-6398.

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    Abstract

    The present study focused on differences in intensity of Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), and proportion of time in a state of flow among 761 English FL learners and 825 FL learners of Languages Other Than English (LOTE). Participants in the LOTE group reported significantly higher levels of FLE and a higher proportion of class time in a state of flow, as well as lower levels of FLCA than the EFL group – although the effect size was very small. This suggests that the global status and prestige of English does not mean that learners around the world enjoy the classes more, spend more time in a state of flow or experience less anxiety. The relationships between FLE, FLCA and proportion of class time in a state of flow were also found to be higher in the LOTE group, suggesting stronger emotional involvement.

    Metadata

    Item Type: Article
    School: School of Arts > Languages, Cultures & Applied Linguistics (from 2021)
    Depositing User: Jean-Marc Dewaele
    Date Deposited: 01 Jun 2022 14:53
    Last Modified: 03 Jun 2022 05:51
    URI: https://eprints.bbk.ac.uk/id/eprint/48151

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