Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?

Dewaele, Jean-Marc; MacIntyre, Peter

doi:10.1590/1984-6398202218487

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Articles • Rev. bras. linguist. apl. 22 (1) • 2022 • https://doi.org/10.1590/1984-6398202218487 copy

Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?

O Fluxo, o Prazer e a Ansiedade surgem igualmente nas salas de aula de inglês como em outras salas de aula de língua estrangeira?

Authorship SCIMAGO INSTITUTIONS RANKINGS

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.

KEYWORDS:
Foreign Language Enjoyment; Foreign Language Classroom Anxiety; Flow; English; Languages Other Than English (LOTE)

Study	Learners' L1	Learners' FL
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Variable	EFL	LOTE	t	Df	p	Cohen's d
Age	22.6	25.2	-5.98	1261.3	.0001	.297
Education level	3.2	3.0	3.45	1355.9	.001	.175
Number of languages known	3.3	3.7	-6.20	1563.5	.0001	.310
Level of FL mastery	3.3	2.3	14.61	634.8	.0001	1.011
Years of FL study	9.6	7.7	7.70	1583	.0001	.387

Variable	EFL	LOTE	t	df	p	Cohen's d
Proportion of time in Flow	59.06	61.75	2.88	1586	.004	.145
FLE	3.80	3.88	3.75	1585.6	.0001	.179
FLCA	2.79	2.66	3.26	1587	.001	.157

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[1] We declare that both the authors contributed equally to every aspect of the study.