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Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom

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Dewaele J.-M., MacIntyre P., Boudreau C., Dewaele L.

Theory and Practice of Second Language Acquisition

2016

vol. 2

issue 1

The present study focuses on gender differences in Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) among 1746 FL learners (1287 females, 449 males) from around the world. We used 21 items Likert scale ratings reflecting various aspects of FLE (AUTHORS), and 8 items extracted from the FLCAS (Horwitz et al., 1986). An open question on FLE also provided us with narrative data. Previous research on the database, relying on an average measure of FLE and FLCA (AUTHORS) revealed significant gender differences. The present study looks at gender differences in FLE and FLCA at item level. Independent t-tests revealed that female participants reported having significantly more fun in the FL class where they felt that they were learning interesting things, and they were prouder than male peers of their FL performance. However, female participants also experienced significantly more (mild) FLCA: they worried significantly more than male peers about their mistakes and were less confident in using the FL. Our female participants thus reported experiencing both more positive and more mild negative emotions in the FL classroom. We argue that this heightened emotionality benefits the acquisition and use of the FL.

The two faces of Janus? Anxiety and enjoyment in the foreign language classroom

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Dewaele J.-M., MacIntyre P. D.

Studies in Second Language Learning and Teaching

2014

vol. 4

issue 2

237-274

The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from the FLCAS (Horwitz, Horwitz, & Cope, 1986). Statistical analyses revealed that levels of FLE were significantly higher than those of FLCA. FLE and FLCA were linked to a number of independent variables: participants’ perception of their relative level of proficiency within the FL classroom, number of languages known, education level, number of FLs under study, age group and general level of the FL (ranging from lower-intermediate to advanced). Female participants reported both more FLE and more FLCA. Cultural background of participants also had a significant effect on their scores. Participants’ views on episodes of enjoyment in the FL class revealed the importance of teachers’ professional and emotional skills and of a supportive peer group. Many participants mentioned the moment at which they realised that their long effort in mastering an aspect of the FL paid off.

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1 Studies in Second Language Learning and Teaching

1 Theory and Practice of Second Language Acquisition

2 Dewaele J.-M.

1 Boudreau C.

1 Dewaele L.

1 MacIntyre P.

1 MacIntyre P. D.

1 2016

1 2014

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Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom

The two faces of Janus? Anxiety and enjoyment in the foreign language classroom