The current study uses a pseudo-longitudinal design to investigate the trajectory of three lowero... more The current study uses a pseudo-longitudinal design to investigate the trajectory of three lowerorder dimensions of Foreign Language Enjoyment (FLE): FLE Teacher, FLE Personal and FLE Social (Botes et al., 2021) as well as 11 items/scales reflecting attitudes and motivation in the mini-Attitudes/Motivation Test Battery (Tennant & Gardner, 2004) of 85 Beginner, 322 Intermediate and 95 Advanced Moroccan English Foreign Language learners. Data were collected through an online questionnaire. One-way ANOVAs revealed a significant but non-linear increase for the values of three FLE dimensions across skill levels. Further one-way ANOVAs showed that the values of seven positively oriented motivation scales increased significantly and that the two anxiety scales decreased significantly across skill levels (very small effect sizes). Scheffé post-hoc tests confirmed that the strongest increase happened between Beginner and Intermediate levels for the FLE dimensions before levelling off at an Advanced level. This non-linear pattern was less clear-cut for the motivation scales. Correlation analyses revealed stronger relationships between the FLE dimensions and motivation scales at higher skill levels. We argue that FLE and motivation gradually reinforce each other at high skill levels. Some pedagogical implications are formulated.
International journal of applied positive psychology, Feb 1, 2024
The current study considers the effects of the Chinese low arousal emotion Foreign Language Peace... more The current study considers the effects of the Chinese low arousal emotion Foreign Language Peace of Mind (FLPOM) and the medium-to-high arousal emotion of Foreign Language Enjoyment (FLE) on the performance of 400 Chinese and 502 Moroccan English as a Foreign Language (EFL) learners. The database consists of two merged datasets collected with the same instruments from learners with comparable profiles for English. The data on Chinese EFL learners was collected and used in Zhou et al. (Applied Linguistics Review, 2023a) while the data on Moroccan EFL learners was used in Dewaele and Meftah (Journal of the European Second Language Association, 2023); Dewaele et al. (Annual Review of Applied Linguistics, 2023a). The comparison revealed that all students reported higher levels of FLE than FLPOM. Moroccan students scored significantly higher on FLPOM and FLE than their Chinese peers. They also had significantly higher scores on the FLE Personal dimension. Finally, FLPOM was more strongly associated with performance than FLE among the Moroccan EFL learners, confirming the pattern in Zhou et al. (Applied Linguistics Review, 2023a). FLPOM did explain slightly more variance in the performance of Chinese EFL learners. Pedagogical implications are presented.
International Journal of Applied Positive Psychology, 2024
The current study considers the effects of the Chinese low arousal emotion Foreign Language Peace... more The current study considers the effects of the Chinese low arousal emotion Foreign Language Peace of Mind (FLPOM) and the medium-to-high arousal emotion of Foreign Language Enjoyment (FLE) on the performance of 400 Chinese and 502 Moroccan English as a Foreign Language (EFL) learners. The database consists of two merged datasets collected with the same instruments from learners with comparable profiles for English. The data on Chinese EFL learners was collected and used in Zhou et al. (Applied Linguistics Review, 2023a) while the data on Moroccan EFL learners was used in Dewaele and Meftah (Journal of the European Second Language Association, 2023); Dewaele et al. (Annual Review of Applied Linguistics, 2023a). The comparison revealed that all students reported higher levels of FLE than FLPOM. Moroccan students scored significantly higher on FLPOM and FLE than their Chinese peers. They also had significantly higher scores on the FLE Personal dimension. Finally, FLPOM was more strongly associated with performance than FLE among the Moroccan EFL learners, confirming the pattern in Zhou et al. (Applied Linguistics Review, 2023a). FLPOM did explain slightly more variance in the performance of Chinese EFL learners. Pedagogical implications are presented.
International Journal of Applied Positive Psychology , 2024
The current study considers the effects of the Chinese low arousal emotion Foreign Language Peace... more The current study considers the effects of the Chinese low arousal emotion Foreign Language Peace of Mind (FLPOM) and the medium-to-high arousal emotion of Foreign Language Enjoyment (FLE) on the performance of 400 Chinese and 502 Moroccan English as a Foreign Language (EFL) learners. The database consists of two merged datasets collected with the same instruments from learners with comparable profiles for English. The data on Chinese EFL learners was collected and used in Zhou et al. (Applied Linguistics Review, 2023a) while the data on Moroccan EFL learners was used in Dewaele and Meftah (Journal of the European Second Language Association, 2023); Dewaele et al. (Annual Review of Applied Linguistics, 2023a). The comparison revealed that all students reported higher levels of FLE than FLPOM. Moroccan students scored significantly higher on FLPOM and FLE than their Chinese peers. They also had significantly higher scores on the FLE Personal dimension. Finally, FLPOM was more strongly associated with performance than FLE among the Moroccan EFL learners, confirming the pattern in Zhou et al. (Applied Linguistics Review, 2023a). FLPOM did explain slightly more variance in the performance of Chinese EFL learners. Pedagogical implications are presented.
The current study uses a pseudo-longitudinal design to investigate the trajectory of three lowero... more The current study uses a pseudo-longitudinal design to investigate the trajectory of three lowerorder dimensions of Foreign Language Enjoyment (FLE): FLE Teacher, FLE Personal and FLE Social (Botes et al., 2021) as well as 11 items/scales reflecting attitudes and motivation in the mini-Attitudes/Motivation Test Battery (Tennant & Gardner, 2004) of 85 Beginner, 322 Intermediate and 95 Advanced Moroccan English Foreign Language learners. Data were collected through an online questionnaire. One-way ANOVAs revealed a significant but non-linear increase for the values of three FLE dimensions across skill levels. Further one-way ANOVAs showed that the values of seven positively oriented motivation scales increased significantly and that the two anxiety scales decreased significantly across skill levels (very small effect sizes). Scheffé post-hoc tests confirmed that the strongest increase happened between Beginner and Intermediate levels for the FLE dimensions before levelling off at an Advanced level. This non-linear pattern was less clear-cut for the motivation scales. Correlation analyses revealed stronger relationships between the FLE dimensions and motivation scales at higher skill levels. We argue that FLE and motivation gradually reinforce each other at high skill levels. Some pedagogical implications are formulated.
This study is part of a growing wave of interest in foreign language (FL) learners’ emotions, the... more This study is part of a growing wave of interest in foreign language (FL) learners’ emotions, their sources, and their effects. Previous studies have confirmed that there is a clear relationship between the emotions of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), foreign language boredom (FLB), and foreign language performance. However, the relative importance of each emotion as a predictor of FL performance has yet to be examined, and as different teaching and learning strategies can elicit different emotions, it is difficult to determine whether FL teachers and learners should prioritize a specific emotion in course design and study. We, therefore, utilized structural equation modeling and latent dominance analysis on a sample of 502 Moroccan EFL learners in order to examine the relative importance of each emotion in predicting FL performance. We argue that it is crucial to use sophisticated statistical analyses and to collect samples from outside W...
This study is part of a growing wave of interest in foreign language learners' emotions, their so... more This study is part of a growing wave of interest in foreign language learners' emotions, their sources, and their effects. Previous studies have confirmed that there is a clear relationship between the emotions of Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), Foreign Language Boredom (FLB), and FL performance. However, the relative importance of each emotion as a predictor of FL performance has yet to be examined, and as different teaching and learning strategies can elicit different emotions, it is difficult to determine whether FL teachers and learners should prioritize a specific emotion in course design and study. We, therefore, utilized structural equation modeling and latent dominance analysis on a sample of 502 Moroccan EFL learners in order to examine the relative importance of each emotion in predicting FL performance. We argue that it is crucial to use sophisticated statistical analyses and to collect samples from outside Western, educated, industrialized, rich, and democratic (WEIRD) countries. The latent dominance analysis revealed that FLCA had the strongest (negative) effect on English test scores. FLB had a significant-but slightly weaker-negative effect and FLE had a significant-but weaker still-positive effect. As such, it is vital that FL teachers and learners not underestimate the impact of anxiety on language learning.
Journal of the European Second Language Association
The current study is based on a pseudo-longitudinal design to investigate the trajectory of Forei... more The current study is based on a pseudo-longitudinal design to investigate the trajectory of Foreign Language Enjoyment (FLE), Foreign Language Peace of Mind (FLPOM), Foreign Language Classroom Anxiety (FLCA), Foreign Language Boredom (FLB) among a total of 502 Beginner, Intermediate and Advanced English Foreign Language (EFL) learners in Morocco who filled out a single online questionnaire. Statistical results showed that motivation remained unchanged across skill levels but that positive emotions increased significantly and negative emotions dropped significantly, with the transition from Beginner to Intermediate skill levels showing the biggest change. The direction of relationships between the dependent variables remained similar although their strengths varied slightly across skill levels, reflecting the dynamic nature of FL learners' emotions and motivation.
Journal of the European Second Language Association, 2023
The current study is based on a pseudo-longitudinal design to investigate the trajectory of Forei... more The current study is based on a pseudo-longitudinal design to investigate the trajectory of Foreign Language Enjoyment (FLE), Foreign Language Peace of Mind (FLPOM), Foreign Language Classroom Anxiety (FLCA), Foreign Language Boredom (FLB) among a total of 502 Beginner, Intermediate and Advanced English Foreign Language (EFL) learners in Morocco who filled out a single online questionnaire. Statistical results showed that motivation remained unchanged across skill levels but that positive emotions increased significantly and negative emotions dropped significantly, with the transition from Beginner to Intermediate skill levels showing the biggest change. The direction of relationships between the dependent variables remained similar although their strengths varied slightly across skill levels, reflecting the dynamic nature of FL learners' emotions and motivation.
The current study uses a pseudo-longitudinal design to investigate the trajectory of three lowero... more The current study uses a pseudo-longitudinal design to investigate the trajectory of three lowerorder dimensions of Foreign Language Enjoyment (FLE): FLE Teacher, FLE Personal and FLE Social (Botes et al., 2021) as well as 11 items/scales reflecting attitudes and motivation in the mini-Attitudes/Motivation Test Battery (Tennant & Gardner, 2004) of 85 Beginner, 322 Intermediate and 95 Advanced Moroccan English Foreign Language learners. Data were collected through an online questionnaire. One-way ANOVAs revealed a significant but non-linear increase for the values of three FLE dimensions across skill levels. Further one-way ANOVAs showed that the values of seven positively oriented motivation scales increased significantly and that the two anxiety scales decreased significantly across skill levels (very small effect sizes). Scheffé post-hoc tests confirmed that the strongest increase happened between Beginner and Intermediate levels for the FLE dimensions before levelling off at an Advanced level. This non-linear pattern was less clear-cut for the motivation scales. Correlation analyses revealed stronger relationships between the FLE dimensions and motivation scales at higher skill levels. We argue that FLE and motivation gradually reinforce each other at high skill levels. Some pedagogical implications are formulated.
International journal of applied positive psychology, Feb 1, 2024
The current study considers the effects of the Chinese low arousal emotion Foreign Language Peace... more The current study considers the effects of the Chinese low arousal emotion Foreign Language Peace of Mind (FLPOM) and the medium-to-high arousal emotion of Foreign Language Enjoyment (FLE) on the performance of 400 Chinese and 502 Moroccan English as a Foreign Language (EFL) learners. The database consists of two merged datasets collected with the same instruments from learners with comparable profiles for English. The data on Chinese EFL learners was collected and used in Zhou et al. (Applied Linguistics Review, 2023a) while the data on Moroccan EFL learners was used in Dewaele and Meftah (Journal of the European Second Language Association, 2023); Dewaele et al. (Annual Review of Applied Linguistics, 2023a). The comparison revealed that all students reported higher levels of FLE than FLPOM. Moroccan students scored significantly higher on FLPOM and FLE than their Chinese peers. They also had significantly higher scores on the FLE Personal dimension. Finally, FLPOM was more strongly associated with performance than FLE among the Moroccan EFL learners, confirming the pattern in Zhou et al. (Applied Linguistics Review, 2023a). FLPOM did explain slightly more variance in the performance of Chinese EFL learners. Pedagogical implications are presented.
International Journal of Applied Positive Psychology, 2024
The current study considers the effects of the Chinese low arousal emotion Foreign Language Peace... more The current study considers the effects of the Chinese low arousal emotion Foreign Language Peace of Mind (FLPOM) and the medium-to-high arousal emotion of Foreign Language Enjoyment (FLE) on the performance of 400 Chinese and 502 Moroccan English as a Foreign Language (EFL) learners. The database consists of two merged datasets collected with the same instruments from learners with comparable profiles for English. The data on Chinese EFL learners was collected and used in Zhou et al. (Applied Linguistics Review, 2023a) while the data on Moroccan EFL learners was used in Dewaele and Meftah (Journal of the European Second Language Association, 2023); Dewaele et al. (Annual Review of Applied Linguistics, 2023a). The comparison revealed that all students reported higher levels of FLE than FLPOM. Moroccan students scored significantly higher on FLPOM and FLE than their Chinese peers. They also had significantly higher scores on the FLE Personal dimension. Finally, FLPOM was more strongly associated with performance than FLE among the Moroccan EFL learners, confirming the pattern in Zhou et al. (Applied Linguistics Review, 2023a). FLPOM did explain slightly more variance in the performance of Chinese EFL learners. Pedagogical implications are presented.
International Journal of Applied Positive Psychology , 2024
The current study considers the effects of the Chinese low arousal emotion Foreign Language Peace... more The current study considers the effects of the Chinese low arousal emotion Foreign Language Peace of Mind (FLPOM) and the medium-to-high arousal emotion of Foreign Language Enjoyment (FLE) on the performance of 400 Chinese and 502 Moroccan English as a Foreign Language (EFL) learners. The database consists of two merged datasets collected with the same instruments from learners with comparable profiles for English. The data on Chinese EFL learners was collected and used in Zhou et al. (Applied Linguistics Review, 2023a) while the data on Moroccan EFL learners was used in Dewaele and Meftah (Journal of the European Second Language Association, 2023); Dewaele et al. (Annual Review of Applied Linguistics, 2023a). The comparison revealed that all students reported higher levels of FLE than FLPOM. Moroccan students scored significantly higher on FLPOM and FLE than their Chinese peers. They also had significantly higher scores on the FLE Personal dimension. Finally, FLPOM was more strongly associated with performance than FLE among the Moroccan EFL learners, confirming the pattern in Zhou et al. (Applied Linguistics Review, 2023a). FLPOM did explain slightly more variance in the performance of Chinese EFL learners. Pedagogical implications are presented.
The current study uses a pseudo-longitudinal design to investigate the trajectory of three lowero... more The current study uses a pseudo-longitudinal design to investigate the trajectory of three lowerorder dimensions of Foreign Language Enjoyment (FLE): FLE Teacher, FLE Personal and FLE Social (Botes et al., 2021) as well as 11 items/scales reflecting attitudes and motivation in the mini-Attitudes/Motivation Test Battery (Tennant & Gardner, 2004) of 85 Beginner, 322 Intermediate and 95 Advanced Moroccan English Foreign Language learners. Data were collected through an online questionnaire. One-way ANOVAs revealed a significant but non-linear increase for the values of three FLE dimensions across skill levels. Further one-way ANOVAs showed that the values of seven positively oriented motivation scales increased significantly and that the two anxiety scales decreased significantly across skill levels (very small effect sizes). Scheffé post-hoc tests confirmed that the strongest increase happened between Beginner and Intermediate levels for the FLE dimensions before levelling off at an Advanced level. This non-linear pattern was less clear-cut for the motivation scales. Correlation analyses revealed stronger relationships between the FLE dimensions and motivation scales at higher skill levels. We argue that FLE and motivation gradually reinforce each other at high skill levels. Some pedagogical implications are formulated.
This study is part of a growing wave of interest in foreign language (FL) learners’ emotions, the... more This study is part of a growing wave of interest in foreign language (FL) learners’ emotions, their sources, and their effects. Previous studies have confirmed that there is a clear relationship between the emotions of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), foreign language boredom (FLB), and foreign language performance. However, the relative importance of each emotion as a predictor of FL performance has yet to be examined, and as different teaching and learning strategies can elicit different emotions, it is difficult to determine whether FL teachers and learners should prioritize a specific emotion in course design and study. We, therefore, utilized structural equation modeling and latent dominance analysis on a sample of 502 Moroccan EFL learners in order to examine the relative importance of each emotion in predicting FL performance. We argue that it is crucial to use sophisticated statistical analyses and to collect samples from outside W...
This study is part of a growing wave of interest in foreign language learners' emotions, their so... more This study is part of a growing wave of interest in foreign language learners' emotions, their sources, and their effects. Previous studies have confirmed that there is a clear relationship between the emotions of Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), Foreign Language Boredom (FLB), and FL performance. However, the relative importance of each emotion as a predictor of FL performance has yet to be examined, and as different teaching and learning strategies can elicit different emotions, it is difficult to determine whether FL teachers and learners should prioritize a specific emotion in course design and study. We, therefore, utilized structural equation modeling and latent dominance analysis on a sample of 502 Moroccan EFL learners in order to examine the relative importance of each emotion in predicting FL performance. We argue that it is crucial to use sophisticated statistical analyses and to collect samples from outside Western, educated, industrialized, rich, and democratic (WEIRD) countries. The latent dominance analysis revealed that FLCA had the strongest (negative) effect on English test scores. FLB had a significant-but slightly weaker-negative effect and FLE had a significant-but weaker still-positive effect. As such, it is vital that FL teachers and learners not underestimate the impact of anxiety on language learning.
Journal of the European Second Language Association
The current study is based on a pseudo-longitudinal design to investigate the trajectory of Forei... more The current study is based on a pseudo-longitudinal design to investigate the trajectory of Foreign Language Enjoyment (FLE), Foreign Language Peace of Mind (FLPOM), Foreign Language Classroom Anxiety (FLCA), Foreign Language Boredom (FLB) among a total of 502 Beginner, Intermediate and Advanced English Foreign Language (EFL) learners in Morocco who filled out a single online questionnaire. Statistical results showed that motivation remained unchanged across skill levels but that positive emotions increased significantly and negative emotions dropped significantly, with the transition from Beginner to Intermediate skill levels showing the biggest change. The direction of relationships between the dependent variables remained similar although their strengths varied slightly across skill levels, reflecting the dynamic nature of FL learners' emotions and motivation.
Journal of the European Second Language Association, 2023
The current study is based on a pseudo-longitudinal design to investigate the trajectory of Forei... more The current study is based on a pseudo-longitudinal design to investigate the trajectory of Foreign Language Enjoyment (FLE), Foreign Language Peace of Mind (FLPOM), Foreign Language Classroom Anxiety (FLCA), Foreign Language Boredom (FLB) among a total of 502 Beginner, Intermediate and Advanced English Foreign Language (EFL) learners in Morocco who filled out a single online questionnaire. Statistical results showed that motivation remained unchanged across skill levels but that positive emotions increased significantly and negative emotions dropped significantly, with the transition from Beginner to Intermediate skill levels showing the biggest change. The direction of relationships between the dependent variables remained similar although their strengths varied slightly across skill levels, reflecting the dynamic nature of FL learners' emotions and motivation.
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