How Foreign Language Enjoyment Acts as a Buoy for Sagging Motivation: A Longitudinal Investigation

The current study contributes to the recent debate on the question whether learner emotions can be intrinsically motivating or whether they are no more than diffuse action tendencies (). Adopting a longitudinal approach, we combined repeated analysis of variances and mixed effects modelling to capture interactions between Foreign Language Enjoyment (FLE) and its three dimensions, Foreign Language Classroom Anxiety (FLCA), and Attitudes/Motivation (AM) and its four dimensions over the course of one semester. Participants were 360 foreign language learners of English, German, French, and Spanish in a Kuwaiti university. FLE (and the dimensions FLE Personal and FLE Social) and FLCA remained stable over time but FLE Teacher decreased significantly. Levels of AM also decreased significantly, more specifically, the dimensions Motivation and Attitudes toward the Learning Situation. Mixed effects modelling analyses revealed that FLE (including FLE Personal and FLE Social) and FLCA had medium effects on the AM dimensions. Significant interaction effects were found for FLE Teacher and Time for the AM dimensions. We argue that high FLE can act as a buoy for sagging motivation and thus become intrinsically motivating.

Automated summary

This study contributes to the ongoing debate on the role of learner emotions in language learning. The findings suggest that foreign language enjoyment and anxiety have moderate effects on attitudes and motivation, while the factors of time and teacher interaction significantly influence attitudes and motivation.