Foreign Language Enjoyment and Subjective Happiness in Spanish Adult Learners
Abstract
Background. Research interest in FLE and its associated factors has increased in recent years, especially regarding learner-internal factors. Happiness could potentially be one of the predictors of FLE.
Purpose. This study aimed to investigate the link between foreign language enjoyment (FLE) and a measure of subjective happiness (SH).
Methods. A total of 594 adult foreign language learners aged 16 to 72 participated in the study. Ten items extracted from the FLE scale and the SH scale translated and validated into Spanish were used to gather the data.
Results. With a significant 3.6% shared variance between FLE and SH, the study found that participants with higher scores on FLE have higher scores on SH. However, the percentage of shared variance found is considerably higher for different subgroups (e.g., 6.7% for the older adolescent group and 10% for mature and senior adults). The results suggest that the relationship between personality variables and FLE may differ depending on learner-internal factors such as age, gender, competence level and foreign language.
Implications. The study opens a new line of research into the interaction between FLE and happiness, and factors affecting it with a sample that, due to the wide range of participant ages and the number of participants beyond their twenties, is more representative of the adult foreign language learner population than is usually the case in studies of FLE.
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References
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Dewaele, J.-M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign/second language teaching and acquisition research. Frontiers in Psychology, 10, 2128. DOI: https://doi.org/10.3389/fpsyg.2019.02128
Dewaele, J.-M., & Dewaele, L. (2017). The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1(1), 12-22. DOI: https://doi.org/10.22599/jesla.6
Dewaele, J.-M., & Dewaele, L. (2018). Learner-internal and learner-external predictors of willingness to communicate in the FL classroom. Journal of the European Second Language Association, 2(1), 24-37. DOI: https://doi.org/10.22599/jesla.37
Dewaele, J.-M., & Dewaele, L. (2020). Are foreign language learners' enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners' classroom emotions. Studies in Second Language Learning and Teaching, 10(1), 45-65. 5. DOI: https://doi.org/10.14746/ssllt.2020.10.1.3
Dewaele, J.-M., Franco Magdalena, A., & Saito, K. (2019). The effect of perception of teacher characteristics on Spanish EFL learners' anxiety and enjoyment. Modern Language Journal. DOI: https://doi.org/10.1111/modl.12555
Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 2(2), 237-274. DOI: https://doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J.-M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of FL learning? In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 215-236). Multilingual Matters.
Dewaele, J.-M., & MacIntyre, P. D. (2019). The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety. In M. Sato & S. Loewen (Eds.), Evidence-Based second language pedagogy (pp. 263-286). Routledge.
Dewaele, J.-M., Özdemir, C., Karci, D., Uysal, S., Özdemir, E. D., & Balta, N. (2019). How distinctive is the foreign language enjoyment and foreign language classroom anxiety of Kazakh learners of Turkish? Applied Linguistics Review, 0(0), 1-21. DOI: https://doi.org/10.1515/applirev-2019-0021
Dewaele, J.-M., & Proietti Ergün, A. L. (2020). How different are the relations between enjoyment, anxiety, attitudes/motivation and course marks in pupils' Italian and English as foreign languages? Journal of the European Second Language Association, 4(1), 45-57. DOI: https://doi.org/10.22599/jesla.65
Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676-697. DOI: https://doi.org/10.1177/1362168817692161
Diener, E., Oishi, S., & Lucas, R. E. (2003). Personality, culture, and subjective well-being: Emotional and cognitive evaluations of life. Annual review of psychology, 54(1), 403-425. DOI: https://doi.org/10.1146/annurev.psych.54.101601.145056
Dörnyei, Z. (2005). The psychology of the language learner. Lawrence Erlbaum Associates.
Dörnyei, Z., Muir, C., & Ibrahim, Z. (2014) ‘Directed motivational current': Energising language learning through creating intense motivational pathways. In D. Lasagabaster, A. Doiz & J. M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (pp. 9-29). John Benjamins.
Dörnyei, Z., Ibrahim, Z. and Muir, C. (2015) ‘Directed motivational currents': Regulating complex dynamic systems through motivational surges. In Z. Dörnyei, P. MacIntyre & A. Henry (Eds.), Motivational dynamics in language learning (pp. 95-105). Multilingual Matters.
Eid, M., Gollwitzer, M., & Schmitt, M. (2011). Statistik und forschungsmethoden Lehrbuch [Statistics and research methods textbook]. Beltz.
Extremera, N., & Fernández-Berrocal, P. (2014). The Subjective Happiness Scale: Translation and preliminary psychometric evaluation of a Spanish version. Social Indicators Research, 119(1), 473-481.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden and build theory of positive emotions. American Psychologist, 56(3), 218-226.
Fredrickson, B. L. (2003). The value of positive emotions. American Scientist, 91(4), 330-335.
Fredrickson, B. L. (2004). The broaden-and-build theory of positive emotions. Philosophical Transactions: Biological Sciences, 359, 1367-1377.
Gable, S. L., & Haidt, J. (2005). What (and why) is positive psychology? Review of General Psychology, 9, 103-110. DOI: https://doi.org/10.1037/1089-2680.9.2.103
Gabryś-Barker, D., & Gałajda, D. (Eds.). (2016). Positive psychology perspectives on foreign language learning and teaching. Switzerland: Springer International Publishing. DOI: https://doi.org/10.1007/978-3-319-32954-3
Gkonou, C., Daubney, M., & Dewaele, J.-M. (2017). New insights into language anxiety: Theory, research and educational implications. Multilingual Matters.
Goetz, T., Nathan, C., Hall, B., Anne, C., Frenzel, A., & Pekrun, R. (2006). A hierarchical conceptualization of enjoyment in students. Learning and Instruction, 16, 323-338. DOI: https://doi.org/10.1016/j.learninstruc.2006.07.004
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