Foreign Language Enjoyment in EFL Instruction: Instructors’ Perspectives and Practices at a Korean University

Abstract

This qualitative study explores EFL instructors’ perceptions of foreign language enjoyment (FLE) and the classroom practices they use to enhance it at a Korean university. Drawing on Fredrickson’s broaden-and-build theory of positive emotions and informed by previous research on FLE, the study investigates how instructors envisage enjoyment in the language classroom and the strategies they use to increase it. Data were collected from 15 EFL instructors through online demographic surveys and semi-structured Zoom interviews. Thematic analysis revealed three main themes: varying definitions of FLE, the positive emotional and performance-related effects of FLE, and diverse instructional strategies for promoting FLE. While instructors held differing views on what constitutes FLE, they agreed that it had a positive impact on learners’ attention, motivation, and language development. Common classroom strategies included using relevant content, incorporating technology, encouraging student collaboration, and showing enthusiasm while teaching. The findings underscore the complexity and significance of FLE in language learning and suggest the need for teacher training that integrates FLE-enhancing strategies. The study highlights the importance of creating positive emotional environments in EFL settings to support learner engagement and success.