How Foreign Language Enjoyment acts as a buoy for sagging motivation: A longitudinal investigation

Dewaele, Jean-Marc and Saito, Kazuya and Halimi, F. (2023) How Foreign Language Enjoyment acts as a buoy for sagging motivation: A longitudinal investigation. Applied Linguistics 44 (1), pp. 22-45. ISSN 0142-6001.

Abstract

The current study contributes to the recent debate on the question whether learner emotions can be intrinsically motivating or whether they are no more than diffuse action tendencies (Dörnyei 2020). Adopting a longitudinal approach, we combined repeated ANOVAs and mixed effects modeling to capture interactions between Language Enjoyment (FLE) and its three dimensions, Foreign Language Classroom Anxiety (FLCA) and Attitudes/Motivation (AM) and its four dimensions over the course of one semester. Participants were 360 FL learners of English, German, French and Spanish in a Kuwaiti university. FLE (and the dimensions FLE Personal and FLE Social) and FLCA remained stable over time but FLE Teacher decreased significantly. Levels of AM also decreased significantly and, more specifically, the dimensions Motivation and Attitudes toward the Learning Situation. Mixed effects modeling analyses revealed that FLE (including FLE Personal and FLE Social) and FLCA had medium effects on the AM dimensions. Significant interaction effects were found for FLE Teacher and Time for the AM dimensions. We argue that high FLE can act as a buoy for sagging motivation and thus become intrinsically motivating.

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