Ahmed, Iman Kamal (2024) A longitudinal study of foreign language classroom emotions: A multilevel growth analysis of foreign language enjoyment, foreign language classroom anxiety and foreign language boredom. PhD thesis, Birkbeck, University of London.
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Abstract
The last decade has been characterised by a surge of interest in the emotions of second language learners. Inspired by Positive Psychology, Dewaele and MacIntyre (2014) argued in favour of a holistic examination of both positive and negative emotions. Early studies were cross-sectional and correlational, which limited their ability to identify causal relationships. Thus, this longitudinal exploratory sequential approach in a mixed methods design dissertation aims to identify causes in the development of Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA) and Foreign Language Boredom (FLB) over one term at a Foundation Programme in a Kurdish university in Kurdistan Region of Iraq. It also examines the development of FLE along with its three lower-order dimensions (FLE Teacher, FLE Personal and FLE Social) along with FLCA and FLB. A total of 50 Kurdish EFL learners filled in a repeated online questionnaire for FLE, FLCA and FLB. The data collection lasted three months (one term). The work is situated within the growing area of FL learner emotion research inspired by Broaden-and-Build Theory and Complex Dynamic System Theory (Fredrickson, 2003; Larsen-Freeman, 1997). The analysis of the quantitative data through multilevel growth modelling (MLGM) showed that FLE and FLCA exhibited a decline over time while FLB increased. This pattern of development was attributed to different learner-external and internal variables. These two categorisations of variables worked in tandem to predict the three emotions; however, the magnitude varied for each of the emotions. In addition, FLE Teacher and FLE Personal showed a decline over time while FLE Social remained stable. The findings of the quantitative data additionally unveiled that FLE Teacher and Personal had a significant impact on slowing down the increase of FLB during the term. The qualitative data provided valuable insights into the participants’ classroom emotions during the term. The results indicated that the participants did not appreciate one particular class in their Foundation programme. Teacher-related variables seemed responsible for the decline in FLE and the increase in FLB. FLCA on the other hand exhibited a slow decline over time which was confirmed by the participants as well. The data analysis showed that a positive, friendly and supportive environment helps in significantly alleviating FLCA. Overall, the findings of this dissertation illustrate the interrelatedness of the three emotions portrayed as a dynamic interaction in the classroom with various factors influencing the fluctuations. Theoretical and pedagogical implications are provided along with future directions for classroom emotions research.
Metadata
| Item Type: | Thesis |
|---|---|
| Copyright Holders: | The copyright of this thesis rests with the author, who asserts his/her right to be known as such according to the Copyright Designs and Patents Act 1988. No dealing with the thesis contrary to the copyright or moral rights of the author is permitted. |
| Depositing User: | Acquisitions And Metadata |
| Date Deposited: | 22 Oct 2024 14:49 |
| Last Modified: | 22 Oct 2024 20:43 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/54438 |
| DOI: | https://doi.org/10.18743/PUB.00054438 |
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