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Enjoyment in language teaching: a study into EFL teachers’ subjectivities

  • Athip Thumvichit ORCID logo EMAIL logo
Published/Copyright: October 19, 2022
International Review of Applied Linguistics in Language Teaching
From the journal International Review of Applied Linguistics in Language Teaching Volume 62 Issue 2

Abstract

Although teacher enjoyment has been positively related to teacher well-being and performance, little is known about the combination of perspectives and experiences that contribute to it. This study uses Q methodology to identify, characterise and compare divergent viewpoints of tertiary-level English as a Foreign Language (EFL) teachers regarding enjoyment within their professional context. A Q sort of 44 statements reflecting enjoyment in foreign language teachers was administered to 40 participants. By-person factor analysis was conducted to identify common patterns across the Q sorts. Three viewpoints emerged, namely classroom engagement, career value and social interaction. The narratives show that the unique composites of experiences within these viewpoints characterise enjoyment for each group of EFL teachers. To boost or recover their enjoyment, EFL teachers are advised to clearly communicate their expectations for student behaviour, use positive reinforcement when teaching, seek opportunities for professional growth, establish career goals and embrace opportunities for collaboration.

Keywords: English as a foreign language; Q methodology; subjectivity; teacher enjoyment
Corresponding author: Athip Thumvichit, Research Institute for Languages and Cultures of Asia, Mahidol University, 999 Phutthamonthon 4 Road, Salaya, Nakhon Pathom 73170, Thailand, E-mail:

Appendix A: Factor characteristics

Factor
1 2 3
Eigenvalue 9.7 6.2 1.6
% Explained variance 24 15 4
Number of loaders 14 15 7

Appendix B: Factor matrix

Sorter Factor
1 2 3
QS29 0.7715 0.0721 −0.0849
QS26 0.7595 0.0542 −0.0323
QS28 0.7368 0.0307 −0.0653
QS37 0.6962 0.127 −0.1688
QS13 0.6796 0.2684 −0.2128
QS34 0.6786 −0.1577 −0.1902
QS20 0.6779 0.279 −0.0564
QS40 0.6279 0.169 −0.1663
QS11 0.6242 0.0959 0.2238
QS33 0.6177 0.0035 0.0012
QS39 0.6059 0.0768 −0.0219
QS23 0.5925 −0.0399 −0.0845
QS31 0.5082 0.33 −0.1897
QS17 0.4907 0.4085 0.3758
QS35 0.4768 0.1934 −0.0208
QS32 0.4283 0.4098 −0.2522
QS10 0.3325 0.2115 −0.2127
QS14 0.0417 0.7561 0.0092
QS16 0.0597 0.754 0.1
QS2 0.1857 0.69 0.0917
QS36 0.114 0.6594 0.1245
QS30 −0.0218 0.6557 0.2365
QS21 0.0379 0.6439 0.497
QS1 0.0798 0.6143 0.0818
QS7 0.1461 0.6013 0.0112
QS19 0.5296 0.5918 −0.1478
QS27 0.0022 0.5875 0.2527
QS12 0.1541 0.5683 0.0393
QS8 0.3361 0.5207 0.1934
QS24 0.3012 0.5198 0.3507
QS25 0.3251 0.516 0.367
QS18 −0.2995 0.5027 0.2738
QS3 −0.0567 0.185 0.5619
QS4 −0.1535 −0.0255 0.5399
QS38 −0.2827 0.2674 0.4987
QS5 −0.332 0.0493 0.4554
QS9 −0.0347 0.1417 0.451
QS6 −0.3156 0.0421 0.4428
QS15 0.0002 0.4154 0.4337
QS22 0.0398 0.2355 0.334

  1. Boldface indicates significant loading determined by automatic flagging at p < 0.01.

Appendix C: Factor arrays

No. Statement Factor
1 2 3
3 I am an important person in my department. −1 0 +1
21 My students treat me with respect. +5 +3 +4
44 My supervisor is willing to listen to my ideas. −2 −1 −1
43 My supervisor recognises my accomplishments. −2 0 −2
9 Teaching English is a job with certain future. −3 −2 −2
32 My students submit their assignments on time. +2 +1 +1
7 I know what I need to improve on to be a better teacher. 0 +2 +2
28 My students speak highly of me. +2 +1 0
22 My students are always prepared for the class. +1 −1 0
42 My supervisor recognises my potential. −3 −2 −1
14 Teaching English gives me freedom to achieve my personal goal. −1 −3 0
1 I am excited to learn new information about English or teaching techniques. +2 +2 0
30 My students and I often laugh together. −2 −4 −4
33 My students answer my questions 0 −2 −3
13 Teaching English is a challenging job. 0 +3 +1
2 I find English an interesting language to learn. −1 +2 +2
4 I am satisfied with my contribution to my institution. −2 −2 +1
12 Teaching English is a job that contributes to students’ success. +4 +5 +3
15 Making students understand difficult concepts is challenging. +1 −3 0
26 My students made progress in learning English. +4 +1 +2
29 My students always pay attention to my lessons. 0 −3 −3
8 I am proud of being an English teacher. +3 +5 +2
23 My students like to speak English in the class. 0 −4 −1
18 I voluntarily use English as a medium of instruction. +1 0 −4
31 My students share their opinions. +2 −2 −2
11 Teaching English is a job that contributes to society. +1 +3 −1
25 My students want to improve their English skills. +5 +3 +3
24 My students are motivated to come to the class. 0 −1 −5
34 My students ask me questions when they do not understand −1 −5 +2
5 I know what I want to achieve as a teacher. −1 +4 0
10 Teaching English is a job with meanings and purposes. +1 +4 −1
39 I can go to my supervisor anytime with any issues. −4 0 +1
41 My supervisor is fair to me. −3 −1 +3
19 When teaching I often interact with students +3 +1 −3
40 My supervisor wants me to succeed. −5 0 +3
27 My students volunteer to participate in class activities. +3 0 −4
16 Something new happens in every class. +2 −5 −2
20 My students are active during the lesson. +3 −4 −3
6 I am getting closer to my career goal. −3 +4 −2
17 I do not give up on weak students. +4 −1 −5
38 My colleagues and I make a good team. −4 +1 +4
37 I often hang out with my colleagues after work. −5 −3 +4
35 My colleagues are nice to me. −2 +2 +5
36 My colleagues always support me. −4 +2 +5

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Received: 2022-04-25
Accepted: 2022-10-05
Published Online: 2022-10-19
Published in Print: 2024-06-25

© 2022 Walter de Gruyter GmbH, Berlin/Boston

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  1. Frontmatter
  2. Research Articles
  3. Consolidating EFL content and vocabulary learning via interactive reading
  4. Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: a growth mixture modeling approach
  5. Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers
  6. Classroom assessment and learning motivation: insights from secondary school EFL classrooms
  7. Interculturality and Islam in Indonesia’s high-school EFL classrooms
  8. Collaborative writing in an EFL secondary setting: the role of task complexity
  9. Spanish heritage speakers’ processing of lexical stress
  10. Effectiveness of second language collocation instruction: a meta-analysis
  11. Understanding the Usefulness of E-Portfolios: Linking Artefacts, Reflection, and Validation
  12. Syntactic prediction in L2 learners: evidence from English disjunction processing
  13. The cognitive construction-grammar approach to teaching the Chinese Ba construction in a foreign language classroom
  14. The predictive roles of enjoyment, anxiety, willingness to communicate on students’ performance in English public speaking classes
  15. Speaking proficiency development in EFL classrooms: measuring the differential effect of TBLT and PPP teaching approaches
  16. L2 textbook input and L2 written production: a case of Korean locative postposition–verb construction
  17. What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation
  18. Comparative analysis of written corrective feedback strategies: a linear growth modeling approach
  19. Enjoyment in language teaching: a study into EFL teachers’ subjectivities
  20. Students’ attitude and motivation towards concept mapping-based prewriting strategies
  21. Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam
  22. The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English
  23. The impact of different glossing conditions on the learning of EFL single words and collocations in reading
  24. Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China
  25. The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective
  26. A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance
  27. Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition
  28. Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain
  29. Expansion of verb-argument construction repertoires in L2 English writing
  30. Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development
  31. Aural vocabulary, orthographic vocabulary, and listening comprehension
  32. The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: insights from a corpus-based study
  33. Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners
  34. Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL
  35. Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers
  36. Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis
  37. Japanese complaint responses in textbook dialogues and ordinary conversations: learning objects to expand interactional repertoires
https://doi.org/10.1515/iral-2022-0087
Keywords for this article
English as a foreign language; Q methodology; subjectivity; teacher enjoyment

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. Consolidating EFL content and vocabulary learning via interactive reading
  4. Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: a growth mixture modeling approach
  5. Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers
  6. Classroom assessment and learning motivation: insights from secondary school EFL classrooms
  7. Interculturality and Islam in Indonesia’s high-school EFL classrooms
  8. Collaborative writing in an EFL secondary setting: the role of task complexity
  9. Spanish heritage speakers’ processing of lexical stress
  10. Effectiveness of second language collocation instruction: a meta-analysis
  11. Understanding the Usefulness of E-Portfolios: Linking Artefacts, Reflection, and Validation
  12. Syntactic prediction in L2 learners: evidence from English disjunction processing
  13. The cognitive construction-grammar approach to teaching the Chinese Ba construction in a foreign language classroom
  14. The predictive roles of enjoyment, anxiety, willingness to communicate on students’ performance in English public speaking classes
  15. Speaking proficiency development in EFL classrooms: measuring the differential effect of TBLT and PPP teaching approaches
  16. L2 textbook input and L2 written production: a case of Korean locative postposition–verb construction
  17. What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation
  18. Comparative analysis of written corrective feedback strategies: a linear growth modeling approach
  19. Enjoyment in language teaching: a study into EFL teachers’ subjectivities
  20. Students’ attitude and motivation towards concept mapping-based prewriting strategies
  21. Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam
  22. The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English
  23. The impact of different glossing conditions on the learning of EFL single words and collocations in reading
  24. Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China
  25. The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective
  26. A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance
  27. Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition
  28. Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain
  29. Expansion of verb-argument construction repertoires in L2 English writing
  30. Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development
  31. Aural vocabulary, orthographic vocabulary, and listening comprehension
  32. The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: insights from a corpus-based study
  33. Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners
  34. Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL
  35. Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers
  36. Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis
  37. Japanese complaint responses in textbook dialogues and ordinary conversations: learning objects to expand interactional repertoires
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