Abstract
The sudden shift to online foreign language (FL) learning due to the pandemic offered researchers the unique possibility to explore the role of learner emotions in different teaching modalities. This mixed methods paper investigates differences in 437 English as a foreign language (EFL) students’ levels of FL enjoyment (FLE) in pre-pandemic in-person EFL classes and their online classes after the switch to emergency remote teaching (ERT) based on a convergent research design. Statistical analysis of quantitative data gathered with a web survey showed a significant drop in learners’ FLE in ERT, based on a 9-item scale. The sharpest drop was observed for the scales’ subdimensions Personal and Social Enjoyment while Teacher appreciation decreased less. Qualitative content analysis of 21 in-depth interviews revealed that enjoyable aspects were mentioned more frequently for ERT than for in-person classes. The nature of FLE was found to shift with teaching modality: FLE was linked to rich social interactions in in-person classes, while it was linked to the convenience and comfort of working from home and an increase in learner autonomy in ERT. Additionally, learners reported that despite the physical isolation, they managed to establish good social connections in ERT classes. This shows that FLE can flourish in challenging circumstances. Its intensity might differ from in-person classes but it feeds generally on similar nutrients, namely interesting learning materials, friendly and professional teachers and stimulating interactions with peers in order to develop social bonds.
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© 2023 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Editorial
- Broadening the appliability of systemic functional linguistics
- Research Articles
- Functional linguistics in life: an embodied approach in teacher education
- Teaching citation to university students
- Patterns of interaction between experiential and interpersonal meanings in student texts in Spanish: grounds for system-based applications in an academic writing context
- System networks as a resource in L2 writing education
- Teaching Chinese grammar through International Chinese Language Education micro-lectures: negotiating mass and presence through multimodal pedagogic discourse
- Meaning-making in English-medium instruction science classroom interaction: from the systemic functional linguistics perspective
- Scaffolding instruction in an EFL drama lesson: a systemic functional analysis
- Teaching mental processes to EFL learners: a blended-learning proposal
- SFL as a socially accountable praxis: who and what are we working for?
- Regular Articles
- The influence of task complexity and task modality on learners’ topic and turn management
- Explicit grammar instruction in the EFL classroom: studying the impact of age and gender
- Language pedagogies and late-life language learning proficiency
- The relative effects of corrective feedback and language proficiency on the development of L2 pragmalinguistic competence: the case of request downgraders
- Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching: a latent growth modeling perspective
- Effects of random selection tests on second language vocabulary learning: a comparison with cumulative tests
- Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations
- Dynamic development of cohesive devices in English as a second language writing
- What pronunciation specialists believe CELTA tutors need to know to prepare student teachers to teach pronunciation
- The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development
- Beyond learning opportunities: focused encounters in a sociocognitive approach to second language acquisition and teaching
- Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices
- A frequency, coverage, and dispersion analysis of the academic collocation list in university student writing
- Fostering well-being in the university L2 classroom: the “I am an author” project
- How teaching modality affects Foreign Language Enjoyment: a comparison of in-person and online English as a Foreign Language classes
- Toward a better understanding of student engagement with peer feedback: a longitudinal study
- Chinese EFL learners’ basic psychological needs satisfaction and foreign language emotions: a person-centered approach
- Are foreign language teaching enjoyment and motivation two sides of the same coin?
- Orchestrating listening in EMI university lectures: how listening proficiency and motivation shape students’ use of metacognitive listening strategies
Artikel in diesem Heft
- Frontmatter
- Editorial
- Broadening the appliability of systemic functional linguistics
- Research Articles
- Functional linguistics in life: an embodied approach in teacher education
- Teaching citation to university students
- Patterns of interaction between experiential and interpersonal meanings in student texts in Spanish: grounds for system-based applications in an academic writing context
- System networks as a resource in L2 writing education
- Teaching Chinese grammar through International Chinese Language Education micro-lectures: negotiating mass and presence through multimodal pedagogic discourse
- Meaning-making in English-medium instruction science classroom interaction: from the systemic functional linguistics perspective
- Scaffolding instruction in an EFL drama lesson: a systemic functional analysis
- Teaching mental processes to EFL learners: a blended-learning proposal
- SFL as a socially accountable praxis: who and what are we working for?
- Regular Articles
- The influence of task complexity and task modality on learners’ topic and turn management
- Explicit grammar instruction in the EFL classroom: studying the impact of age and gender
- Language pedagogies and late-life language learning proficiency
- The relative effects of corrective feedback and language proficiency on the development of L2 pragmalinguistic competence: the case of request downgraders
- Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching: a latent growth modeling perspective
- Effects of random selection tests on second language vocabulary learning: a comparison with cumulative tests
- Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations
- Dynamic development of cohesive devices in English as a second language writing
- What pronunciation specialists believe CELTA tutors need to know to prepare student teachers to teach pronunciation
- The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development
- Beyond learning opportunities: focused encounters in a sociocognitive approach to second language acquisition and teaching
- Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices
- A frequency, coverage, and dispersion analysis of the academic collocation list in university student writing
- Fostering well-being in the university L2 classroom: the “I am an author” project
- How teaching modality affects Foreign Language Enjoyment: a comparison of in-person and online English as a Foreign Language classes
- Toward a better understanding of student engagement with peer feedback: a longitudinal study
- Chinese EFL learners’ basic psychological needs satisfaction and foreign language emotions: a person-centered approach
- Are foreign language teaching enjoyment and motivation two sides of the same coin?
- Orchestrating listening in EMI university lectures: how listening proficiency and motivation shape students’ use of metacognitive listening strategies