Korean EFL Students’ Foreign Language Enjoyment and Foreign Anxiety in the Classroom: The University Context
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Studies on the emotions experienced by learners have become an important topic in the field of foreign/second language acquisition: emotions, either negative or positive, have been proven to have a direct relationship with learning outcomes. This study investigated Korean undergraduate EFL students’ levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA), and the relationship between FLE, FLCA and student-related variables (i.e., self-rated English proficiency, year level, attitudes toward English) and teacher-related variables (i.e., strictness of teacher, friendliness of teacher, teacher’s joking, and teacher’s unpredictability). It also explored the sources of FLE and FLCA. A total of 117 students participated in this study by completing a survey and interviews. Enjoyment was more prevalent than anxiety in the English classroom as students reported fairly good levels of FLE (M=3.62) and moderate levels of anxiety (M=2.99). Furthermore, FLE was mostly related to the teacher and practices (friendliness and unpredictability) and FLCA was more related to the learner (self-rated English proficiency and year level). Regarding the sources of FLE, a sense of achievement and successful interactions during in-class activities were reported. Speaking anxiety, classroom activity pressure, and test situations were reported as the main sources of FLCA. Pedagogical implications were also discussed.
Abstract
Studies on the emotions experienced by learners have become an important topic in the field of foreign/second language acquisition: emotions, either negative or positive, have been proven to have a direct relationship with learning outcomes. This study investigated Korean undergraduate EFL students’ levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA), and the relationship between FLE, FLCA and student-related variables (i.e., self-rated English proficiency, year level, attitudes toward English) and teacher-related variables (i.e., strictness of teacher, friendliness of teacher, teacher’s joking, and teacher’s unpredictability). It also explored the sources of FLE and FLCA. A total of 117 students participated in this study by completing a survey and interviews. Enjoyment was more prevalent than anxiety in the English classroom as students reported fairly good levels of FLE (M=3.62) and moderate levels of anxiety (M=2.99). Furthermore, FLE was mostly related to the teacher and practices (friendliness and unpredictability) and FLCA was more related to the learner (self-rated English proficiency and year level). Regarding the sources of FLE, a sense of achievement and successful interactions during in-class activities were reported. Speaking anxiety, classroom activity pressure, and test situations were reported as the main sources of FLCA. Pedagogical implications were also discussed.
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