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Do teachers’ well-being and resilience predict their Foreign Language Teaching Enjoyment (FLTE)?

  • Rining Wei ORCID logo , Xiaoyan Yang and Jing Wang ORCID logo EMAIL logo
Published/Copyright: September 14, 2023
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Applied Linguistics Review
From the journal Applied Linguistics Review Volume 15 Issue 6

Abstract

This study was one (partial) replication of the first study focusing on FL teacher enjoyment with the Foreign Language Teaching Enjoyment (FLTE) Scale. The influence of well-being, resilience, and some selected socio-biographical variables on FLTE was examined with a more refined data analysis approach based on hierarchical regression (i.e., offering a range of effect sizes for each predictor). Results showed that resilience (ΔR 2 = 11.7 %–38.9 %) and well-being (ΔR 2 = 3.6 %–30.9 %) were important factors statistically significantly predicting FLTE for Chinese EFL teachers, whereas length of teaching experience (ΔR 2 = 0.1 %–2.2 %) was not regarded as an important predictor and gender (ΔR 2 = 0.02 %–0.13 %) was deemed unimportant. This replication study has (1) confirmed that well-being and resilience predict FLTE, (2) reaffirmed the value of the above-mentioned more refined approach, and (3) underscored the benefit for including at least one socio-biographical variable together with the researchers’ focal factors as predictors in hierarchical regression, which will provide useful reference for the relative importance of each predictor. Some practical implications are also discussed.

Keywords: Foreign Language Teaching Enjoyment; resilience; well-being; effect size; positive psychology
Corresponding author: Jing Wang, School of Foreign Languages, Nanjing Xiaozhuang University, No. 3601, Hongjing Avenue, Jiangning District, Nanjing, Jiangsu Province, 211171, China, E-mail:

Funding source: the Chinese Society for Multilingualism and Multilingual Education affiliated to the International Association of Multilingual Education

Funding source: the Bilingual Cognition and Development Lab, Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies

Award Identifier / Grant number: No. BCD202009

Funding source: Xi’an Jiaotong-Liverpool University

Award Identifier / Grant number: REF-19-02-01

Funding source: the National Social Science Fund of China

Award Identifier / Grant number: 19XYY003

  1. Research funding: This work was funded by the Chinese Society for Multilingualism and Multilingual Education affiliated to the International Association of Multilingual Education, the Bilingual Cognition and Development Lab, Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies (No. BCD202009), Xi’an Jiaotong-Liverpool University (REF-19-02-01) and the National Social Science Fund of China (19XYY003).

Appendix 1

Hierarchical regression predicting FLTE: results

B SEB β p R 2 △R 2 △F
Model 1 0.001 0.001 0.272
(Constant) 3.762 0.138 <0.0005
Gender 0.060 0.114 0.036 0.603
Model 2 0.023 0.022 4.643
(Constant) 3.662 0.144 <0.0005
Gender 0.045 0.114 0.027 0.695
Length of teaching experience 0.018 0.008 0.147 0.032
Model 3 0.313 0.290 88.809
(Constant) 1.769 0.235 <0.0005
Gender −0.042 0.096 −0.025 0.664
Length of teaching experience 0.007 0.007 0.060 0.304
Well-being 0.580 0.062 0.549 <0.0005
Model 4 0.430 0.117 42.734
(Constant) 0.884 0.235 <0.0005
Gender 0.024 0.088 0.015 0.782
Length of teaching experience 0.004 0.007 0.033 0.538
Well-being 0.269 0.074 0.254 <0.0005
Resilience 0.364 0.056 0.454 <0.0005

Appendix 2

Factor analysis of the Foreign Language Teaching Enjoyment Scale

Factor
1 2 3
8. We form a tight group. 0.886
9. We laugh a lot. 0.856
7. We have common “legends”, such as running jokes. 0.730
2. I enjoy it. 0.875
3. It’s fun. 0.865
1. In class, I feel proud of my accomplishments. 0.850
5. The students are friendly. −0.894
6. The students are supportive. −0.816
4. The students are stimulating. −0.583

  1. Note: Factor 1 = social enjoyment, Factor 2 = personal enjoyment, and Factor 3 = student appreciation.

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Received: 2022-09-01
Accepted: 2023-08-20
Published Online: 2023-09-14
Published in Print: 2024-11-26

© 2023 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. Interactional features in second language classroom discourse: variations across novice and experienced language teachers
  4. English-medium instruction and impact on academic performance: a randomized control study
  5. ESL classroom interactions in a translanguaging space
  6. Motivation profiles of Chinese rural foreign language learners: link with learning strategy and achievement
  7. Translingual practice as a representation of heritage languages and regional identities in multilingual society
  8. Pedagogical implications of translingual practices for content and language integrated learning
  9. Understanding micro-blogging users’ translanguaging in Chinese language play: a qualitative phenomenological approach
  10. Do teachers’ well-being and resilience predict their Foreign Language Teaching Enjoyment (FLTE)?
  11. Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles
  12. Africatown in Guangzhou as geosemiotic assemblage: connecting multilingualism, store signs, and chronotopes
  13. “I’m not angry!”: language ideologies, misunderstanding, and marginalization among North Korean refugees in rural South Korea
  14. Developing a taxonomy of teacher emotion labor through metaphor: personal, interpersonal, and sociocultural angles
  15. When women’s empowerment meets health communication: a critical discourse analysis of the WeChat official account “Health China”
  16. “I never make a permanent decision based on a temporary emotion”: unveiling EFL teachers’ perspectives about emotions in assessment
  17. How ‘good-enough’ is second language comprehension? Morphological causative and suffixal passive constructions in Korean
  18. The predictive effect of language achievement on multiple emotions in languages other than English: validating a distal mediation model based on the control-value theory
  19. Narratives of the self in bilingual speakers: the neurophenomenal space
  20. Uncovering English as a foreign language teacher resilience: a structural equation modeling approach
  21. Documenting students’ conceptual understanding of second language vocabulary knowledge: a translanguaging analysis of classroom interactions in a primary English as a second language classroom for linguistically and culturally diverse students
  22. Investigating translanguaging strategies and online self-presentation through internet slang on Douyin (Chinese TikTok)
  23. Collaboratively pursuing student uptake of feedback through storytelling: a conversation analytic study of interaction in team doctoral supervision
  24. Languages ontologies in higher education: the world-making practices of language teachers
  25. English loanwords in Hong Kong Cantonese: false friend cognates and English vocabulary acquisition
  26. Artificial intelligence and posthumanist translation: ChatGPT versus the translator
https://doi.org/10.1515/applirev-2022-0115
Keywords for this article
Foreign Language Teaching Enjoyment; resilience; well-being; effect size; positive psychology

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. Interactional features in second language classroom discourse: variations across novice and experienced language teachers
  4. English-medium instruction and impact on academic performance: a randomized control study
  5. ESL classroom interactions in a translanguaging space
  6. Motivation profiles of Chinese rural foreign language learners: link with learning strategy and achievement
  7. Translingual practice as a representation of heritage languages and regional identities in multilingual society
  8. Pedagogical implications of translingual practices for content and language integrated learning
  9. Understanding micro-blogging users’ translanguaging in Chinese language play: a qualitative phenomenological approach
  10. Do teachers’ well-being and resilience predict their Foreign Language Teaching Enjoyment (FLTE)?
  11. Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles
  12. Africatown in Guangzhou as geosemiotic assemblage: connecting multilingualism, store signs, and chronotopes
  13. “I’m not angry!”: language ideologies, misunderstanding, and marginalization among North Korean refugees in rural South Korea
  14. Developing a taxonomy of teacher emotion labor through metaphor: personal, interpersonal, and sociocultural angles
  15. When women’s empowerment meets health communication: a critical discourse analysis of the WeChat official account “Health China”
  16. “I never make a permanent decision based on a temporary emotion”: unveiling EFL teachers’ perspectives about emotions in assessment
  17. How ‘good-enough’ is second language comprehension? Morphological causative and suffixal passive constructions in Korean
  18. The predictive effect of language achievement on multiple emotions in languages other than English: validating a distal mediation model based on the control-value theory
  19. Narratives of the self in bilingual speakers: the neurophenomenal space
  20. Uncovering English as a foreign language teacher resilience: a structural equation modeling approach
  21. Documenting students’ conceptual understanding of second language vocabulary knowledge: a translanguaging analysis of classroom interactions in a primary English as a second language classroom for linguistically and culturally diverse students
  22. Investigating translanguaging strategies and online self-presentation through internet slang on Douyin (Chinese TikTok)
  23. Collaboratively pursuing student uptake of feedback through storytelling: a conversation analytic study of interaction in team doctoral supervision
  24. Languages ontologies in higher education: the world-making practices of language teachers
  25. English loanwords in Hong Kong Cantonese: false friend cognates and English vocabulary acquisition
  26. Artificial intelligence and posthumanist translation: ChatGPT versus the translator
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