Martina Hrnić
University of Dubrovnik, Croatia; https://orcid.org/0000-0002-2854-5104
DOI: https://doi.org/10.36534/erlj.2025.02.06
Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal. Volume 2025-2(14). THE ACTIVE DIMENSION OF LANGUAGE AND OF LINGUISTIC EDUCATION, pp. 84-94.
Abstract
This study investigates foreign language enjoyment (FLE) among university students of English for Specific Purposes (ESP) and the role of the teacher in shaping learners’ emotional experiences, drawing on Dynamic Systems Theory. Descriptive and non-parametric inferential statistical analyses were used to examine levels of enjoyment and their relationship with selected variables. The results reveal a high overall level of foreign language enjoyment among ESP students, particularly regarding classroom atmosphere and cooperation with peers, while slightly lower levels of enjoyment were reported for oral presentations. No statistically significant differences in enjoyment were found with respect to gender, age, or year of study. While foreign language enjoyment was not significantly related to anxiety at the beginning of studies, a strong positive relationship was observed between enjoyment and a reduction in anxiety over time, alongside moderate to strong negative correlations with current anxiety levels, including presentation anxiety. Although many students reported negative emotional experiences in earlier educational contexts, high levels of enjoyment were reported in the current learning environment, suggesting that the teacher and classroom atmosphere play an important role in shaping learners’ emotions. Overall, the findings support the view that foreign language enjoyment is dynamic and context-dependent.
Keywords: foreign language enjoyment, teacher’s role, Dynamic Systems Theory
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