O Fluxo, o Prazer e a Ansiedade surgem igualmente nas salas de aula de inglês como em outras salas de aula de língua estrangeira?

Dewaele, Jean-Marc; MacIntyre, Peter

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Articles • Rev. bras. linguist. apl. 22 (1) • 2022 • https://doi.org/10.1590/1984-6398202218487 copiar

O Fluxo, o Prazer e a Ansiedade surgem igualmente nas salas de aula de inglês como em outras salas de aula de língua estrangeira?

Autoria SCIMAGO INSTITUTIONS RANKINGS

RESUMO

O presente estudo enfocou as diferenças na intensidade de prazer de Língua Estrangeira (FLE), Ansiedade de Sala de Aula de Língua Estrangeira (FLCA) e proporção de tempo em um estado de fluxo entre 761 alunos FL de Inglês e 825 alunos de Línguas Diferentes do Inglês (LOTE). Os participantes do grupo LOTE relataram níveis de FLE significativamente mais altos e uma proporção maior de tempo de aula em um estado de fluxo, bem como níveis mais baixos de FLCA do que o grupo EFL, embora o tamanho do efeito fosse muito pequeno. Isso sugere que o status global e o prestígio do inglês não significa que os alunos ao redor do mundo aproveitem mais as aulas, passem mais tempo em um estado de fluência e experimentem menos ansiedade. As relações entre FLE, FLCA e proporção do tempo de aula em um estado de fluxo também foram encontradas como maiores no grupo LOTE, sugerindo maior envolvimento emocional.

PALAVRAS-CHAVE:
Apreciação de Língua Estrangeira; Ansiedade em sala de aula de língua estrangeira; fluxo; inglês; Outros idiomas além do inglês

Study	Learners' L1	Learners' FL
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Pavelescu & Petrić, 2018PAVELESCU, L.M., PETRIĆ, B. Love and enjoyment in context: Four case studies of adolescent EFL learners. Studies in Second Language Learning and Teaching , 8, 73-101, 2018.	Romanian	English
Dewaele & Pavelescu, 2019	Romanian	English
Dewaele, Magdalena Franco et al., 2019DEWAELE, J.-M.; FRANCO MAGDALENA, A.; SAITO, K. The effect of perception of teacher characteristics on Spanish EFL Learners’ Anxiety and Enjoyment. The Modern Language Journal , 103(2), 412-427, 2019.	Spanish	English
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Dewaele & Alfawazan, 2018	Arabic/English	English/French/German/Spanish
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Zhang & Tsung, 2021ZHANG, L.; TSUNG, L. Learning Chinese as a second language in China: Positive emotions and enjoyment. System, 96, 2021. https://doi.org/10.1016/j.system.2020.102410. https://doi.org/10.1016/j.system.2020.10...	Various	Chinese
Boudreau et al., 2018	English	French
Dewaele & Dewaele, 2017DEWAELE, J.-M.; DEWAELE, L. 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, p. 11-22, 2017., 2020DEWAELE, J.-M.; DEWAELE, L. 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, 45-65, 2020.	English	French/German/Spanish
Dewaele et al., 2018DEWAELE, J.-M.; WITNEY, J.; SAITO, K.; DEWAELE, L. Foreign language enjoyment and anxiety in the FL classroom: The effect of teacher and learner variables. Language Teaching Research , 22(6), 676-697, 2018.	English	French/German/Spanish
Dewaele & Proietti Ergün, 2020aDEWAELE, J.-M.; PROIETTI ERGÜN, A. L. Appagamento, atteggiamento/motivazione e ansia nello studio della lingua madre e della lingua straniera in una scuola italiana all’estero. Rassegna Italiana di Linguistica Applicata, 51 (2-3), 203-220, 2020a., 2020bDEWAELE, J.-M.; PROIETTI ERGÜN, A. L. 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, 2020b.	Turkish	Italian/Turkish
Dewaele, Özdemir et al. 2019DEWAELE, J.-M.; ÖZDEMIR, C.; KARCI, D.; UYSAL, S.; ÖZDEMIR, E. D.; BALTA, N. How distinctive is the Foreign Language Enjoyment and Foreign Language Classroom Anxiety of Kazakh learners of Turkish? Applied Linguistics Review, 2019. https://doi.org/10.1515/applirev-2019-0021. https://doi.org/10.1515/applirev-2019-00...	Kazakh	Turkish
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Variable	EFL	LOTE	t	Df	p	Cohen's d
Age	22.6	25.2	-5.98	1261.3	.0001	.297
Education level	3.2	3.0	3.45	1355.9	.001	.175
Number of languages known	3.3	3.7	-6.20	1563.5	.0001	.310
Level of FL mastery	3.3	2.3	14.61	634.8	.0001	1.011
Years of FL study	9.6	7.7	7.70	1583	.0001	.387

Variable	EFL	LOTE	t	df	p	Cohen's d
Proportion of time in Flow	59.06	61.75	2.88	1586	.004	.145
FLE	3.80	3.88	3.75	1585.6	.0001	.179
FLCA	2.79	2.66	3.26	1587	.001	.157

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[1] We declare that both the authors contributed equally to every aspect of the study.