Taking stock: A meta-analysis of the effects of foreign language enjoyment

Main Article Content

Elouise Botes
Jean-Marc Dewaele
Samuel Greiff

Abstract

Studies examining the positive emotion of foreign language enjoyment (FLE) have recently increased exponentially, as researchers are applying the tenets of positive psychology in applied linguistics. It is therefore an appropriate time to take stock of the current literature and conduct a preliminary meta-analysis. The relationships between FLE and four variables, namely, foreign language anxiety (FLA), willingness to communicate (WTC), academic achievement, and self-perceived achievement were examined. A total of k = 96 effect sizes were analyzed with an overall sample size of N = 28,166 in random-effects models with correlation coefficients. There was a moderate negative correlation between FLE and FLA. In turn, moderate positive correlations were found between FLE and WTC, FLE and academic achievement, and FLE and self-perceived achievement. These positive associations confirm the value of FLE in FL learning and further affirm the need for researchers to examine positive psychology constructs in the foreign language classroom.

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How to Cite
Botes, E., Dewaele, J.-M., & Greiff, S. (2022). Taking stock: A meta-analysis of the effects of foreign language enjoyment. Studies in Second Language Learning and Teaching, 12(2), 205-232. https://doi.org/10.14746/ssllt.2022.12.2.3
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Articles
Author Biographies

Elouise Botes, University of Vienna, Austria

Elouise Botes is a post-doc researcher in the Department of Developmental and Educational Psychology at the University of Vienna. She recently graduated with a PhD in psychology from the University of Luxembourg and is a registered organizational psychologist in South Africa. She has published numerous articles examining the emotions in language learning, individual differences in learning and behavior, and psychometric validation studies. Her research interests include emotions in foreign language learning, positive psychology, personality psychology, and individual differences in education.

ORCID ID: https://orcid.org/0000-0003-4952-8386

Contact details: University of Vienna, University of Vienna, Department for Developmental and Educational Psychology, NIG, Universitätsstraße 7, 1010 Vienna, Austria (elouise.botes@univie.ac.at)

Jean-Marc Dewaele, Birkbeck College, University of London, UK

Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism. He has published widely on individual differences in classroom emotions. He is former president of the International Association of Multilingualism and the European Second Language Association and General Editor of the Journal of Multilingual and Multicultural Development. He won the Equality and Diversity Research Award from the British Association for Counselling and Psychotherapy (2013), the Robert Gardner Award for Excellence in Second Language and Bilingualism Research (2016) from the International Association of Language and Social Psychology and the EUROSLA Distinguished Scholar Award (2022) from the European Second Language Association.

ORCID ID: https://orcid.org/0000-0001-8480-0977

Contact details: Birkbeck College, University of London, Department of Languages, Cultures, and Applied Linguistics, Malet Street, LondonWC1E 7HX, United Kingdom (j.dewaele@bbk.ac.uk)

Samuel Greiff, University of Luxembourg, Luxembourg

Samuel Greiff is Full Professor of Educational Assessment and psychology at University of Luxembourg. He holds a PhD in cognitive and experimental psychology from the University of Heidelberg, Germany. Prof. Greiff has been awarded several research funds by diverse funding organizations, was fellow in the Luxembourg research program of excellency, and has published articles in national and international scientific journals and books. He serves (or has served) as editor for several journals: Editor-in-chief for Learning and Individual Differences and European Journal of Psychological Assessment and Associate Editor for Intelligence and Journal of Educational Psychology. His work mainly focuses on educational and psychological assessment, cognitive and non-cognitive skills, and education in the 21st century.

ORCID ID: https://orcid.org/0000-0003-2900-3734

Contact details: University of Luxembourg, Department of Behavioral and Cognitive Sciences Maison des Sciences Humaines, 11 Porte de Sciences, 4366 Esch-sur-Alzette, Luxembourg (samuel.greiff@uni.lu)

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