Original title: The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation
Researchers compared language-class anxiety and enjoyment among pupils aged 12 to 18 in two London schools. They grouped pupils by age to estimate how these feelings changed over time. Anxiety varied little, while enjoyment rose slightly. The factors linked to both feelings were more numerous in the middle age group than at the start or end of secondary school.
Imagine learning to cook at different ages. Some parts of cooking feel stressful, while others are enjoyable, and the reasons can change as you grow. In this paper, pupils in different age groups stand in for cooks at different stages, while their reported anxiety and enjoyment show how the feelings and their possible causes vary.
For pupils learning another language, feeling anxious or enjoying class can shape how they experience lessons. The findings suggest that the factors linked to these emotions may shift during secondary school, so what supports pupils in one age group may not be the same in another.
The study compares age groups in two London schools rather than reporting that it followed the same pupils over time. The abstract does not identify which specific factors predicted enjoyment or anxiety, or establish that those factors caused the emotions. Its findings may not apply beyond the pupils and schools studied.
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The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation — Jean‐Marc Dewaele, Livia Dewaele — Journal of the European Second Language Association — doi:10.22599/jesla.6
Abstract licence: CC BY
Explanation generated by Synthesis from the abstract — it is not the original paper.