Arab World English Journal (AWEJ) Volume 13. Number3.  September 2022        Pp. 521-535
DOI: https://dx.doi.org/10.24093/awej/vol13no3.34

Full Paper PDF

The Correlation between Foreign Language Apprehension and Foreign Language Gaiety
and their Impacts on  the Ideal  L2 Self for EFL Learners

Mohammad Awad Al-Dawoody Abdulaal^1&2
1Department of English, College of Science and Humanities, Prince Sattam Bin Abdulaziz
University, Al-Kharj 11942, Kingdom of Saudi Arabia
²Department of English, Faculty of Arts, Port Said University, Port Said, Egypt
Corresponding Author: ma.abdulaal@psau.edu.sa

Sayed Sadek^2&3
2Department of English, Faculty of Arts, Port Said University, Port Said, Egypt
³Department of English Language and Literature, College of Arts, University of Bahrain

Nuri Ageli^3
3Department of English Language and Literature, College of Arts, University of Bahrain

Basem Okleh Salameh Al-Hawamdeh^1
1Department of English, College of Science and Humanities, Prince Sattam Bin Abdulaziz
University, Al-Kharj 11942, Kingdom of Saudi Arabia

Amal Zakaria Mahmoud Hal^2
2Department of English, Faculty of Arts, Port Said University, Port Said, Egypt

Received:04/03/2022         Accepted:09/05/2022                 Published:09/24/2022

Abstract:
As evidenced by recent studies in the fields of positive psychology and psycholinguistics, learners’ emotions and thoughts while learning a second language are believed to generate sophisticated and dynamic linkages that contribute to their motivational as well as linguistic outcomes. This study aims to evaluate foreign language gaiety (FLG) and foreign language apprehension (FLA) as determinants of the ideal second language (L2) self for Saudi EFL learners. The basic research question that this study attempts to answer is: “What is the impact of EL elation and apprehension on PSAU learners’ ideal L2 self?” An online survey incorporating the three scales in question was completed by 116 EFL male and female students at Prince Sattam bin Abdulaziz University (PSAU) in the College of Science and Humanities (CSH). To examine the reliability of this research study, the Cronbach Alpha value of ≥ 0.70 is regarded as reliable and acceptable. The study results showed a strong positive correlation between the PSAU EFL learners’ EF Gaiety and their ideal L2 self. Further, there was a strong negative correlation between the PSAU EFL learners’ FL Apprehension and their ideal L2 self.  The study concluded that PSAU EFL learners do not enjoy studying English as a foreign language. Their ideal L2 self is tremendously affected by the high rates of apprehension and the low degrees of EF gaiety.
Keywords: foreign language apprehension, foreign language gaiety, ideal second language self, university EFL Learners

Cite as: Abdulaal, M.A.A., Sadek, S., Ageli,N., Al-Hawamdeh,B.O.S. & Hal, A. Z. M.  (2022). The Correlation between Foreign Language Apprehension and Foreign Language Gaiety and their Impacts on the Ideal  L2 Self for EFL Learners Arab World English Journal, 13 (3) 521-535.
DOI: https://dx.doi.org/10.24093/awej/vol13no3.34

References

Abdulaal, M. A. A. D. (2021). The Effectiveness of Gallery Run Technique on Saudi EFL Upper-Intermediate Students’ Speaking Skill: Learners’ Attitudes in Focus. Arab World English Journal (AWEJ), 12(4), 536-550. DOI: https://dx.doi.org/10.24093/awej/vol12no4.35

Akpur, U. (2017). Predictive and Explanatory Relationship Model between Procrastination, Motivation, Anxiety and Academic Achievement. Eurasian Journal of Educational Research, 17(69), 221–240. https://doi.org/10.14689/ejer.2017.69.12

Al-Saraj, T. M. (2014). Revisiting the Foreign Language Classroom Anxiety Scale (FLCAS): The Anxiety of Female English Language Learners in Saudi Arabia. L2 Journal, 6(1). https://doi.org/10.5070/l26121650

Alseadan, M. S. (2021). Improving Listening Skills of Saudi EFL Learners. International Journal of Social Science and Human Research, 04(12). https://doi.org/10.47191/ijsshr/v4-i12-31

Alsiyat, F. M. (2021). Speaking Challenges of Saudi EFL Learners. International Journal of Social Science and Human Research, 04(12). https://doi.org/10.47191/ijsshr/v4-i12-30

Balaman, U., & Sert, O. (2017). Development of L2 interactional resources for online collaborative task accomplishment. Computer Assisted Language Learning, 30(7), 601–630. https://doi.org/10.1080/09588221.2017.1334667

Bradford, D. (1982). Report on the Organizational Behavior Teaching Society. Exchange: The Organizational Behavior Teaching Journal, 7(2), 3. https://doi.org/10.1177/105256298200700201

Çagatay, S., & Erten, S. H. (2020). The relationship between ideal L2 self, achievement attributions, and L2 achievement. Eurasian, Journal of Applied Linguistics, 337–359. https://doi.org/10.32601/ejal.834642

Chua, H., Lin, C., & Azlan, M. (2020). The Influence of Task-based Language Teaching on Ideal L2 Self and Ought-to L2 Self among Mandarin Learners (2020). Jurnal Pendidikan Malaysia, 45(01). https://doi.org/10.17576/jpen-2020-45.01-03

Clifford, R., & Cox, T. L. (2013). Empirical Validation of Reading Proficiency Guidelines. Foreign Language Annals, 46(1), 45–61. https://doi.org/10.1111/flan.12033

Conradson, D. (2016). Fostering student mental well-being through supportive learning communities. The Canadian Geographer / Le Géographe Canadien, 60(2), 239–244. https://doi.org/10.1111/cag.12276

Danesh, J., & Shahnazari, M. (2020). A structural relationship model for resilience, L2 learning motivation, and L2 proficiency at different proficiency levels. Learning and Motivation, 72, 101636. https://doi.org/10.1016/j.lmot.2020.101636

Dewaele, J. M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Stud. Second Lang. Learn. Teach. 8, 21–45.

Dewaele, J. M. (2019). The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English foreign language learners. J. Lang. Soc. Psychol. 38, 523–535.

Dewaele, J. M., & MacIntyre, P. D. (2016). “Foreign language enjoyment and foreign language classroom anxiety. The right and left feet of FL learning?” in Positive Psychology in SLA. eds. P. D. MacIntyre, T. Gregersen and S. Mercer (Bristol, UK: Multilingual Matters), 215–236.

Dörnyei, Z. (2003). Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications. Language Learning, 53(S1), 3–32. https://doi.org/10.1111/1467-9922.53222

Ghasemi, A. A. (2018). Ideal L2 Self, Visual Learning Styles, and L2 Self Confidence in predicting Language Proficiency and L2WTC: A Structural Equation Modeling. English Teaching and Learning, 42(2), 185–205. https://doi.org/10.1007/s42321-018-0010-8

Gupta, R., & Gueneau, C. (2021). Feature Correlation with Student Education Performance. Journal of Student Research, 10(2). https://doi.org/10.47611/jsrhs.v10i2.1680

Henshaw, F. G. (2015). Learning Outcomes of L2-Heritage Learner Interaction: The Proof is in the Posttests. Heritage Language Journal, 12(3), 245–270. https://doi.org/10.46538/hlj.12.3.2

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Mod. Lang. J. 70, 125–132.

Huiwen, C., Chia L., & Azlan, A. (2020). The Influence of Task-based Language Teaching on Ideal L2 Self and Ought-to L2 Self among Mandarin Learners Journal Pendidikan Malaysia, 45(01). https://doi.org/10.17576/jpen-2020-45.01-03

Jiang, Y., & Dewaele, J. M. (2019). How unique are the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System 82, 13–25.

Kakupa, P., & Xue, H. (2019). Students’ Attitudes towards Research: A Study of Graduate Education Students at a Chinese Normal University. Educational Process: International Journal, 8(2), 97–110. https://doi.org/10.22521/edupij.2019.82.1

Kim, Y. K., & Kim, T. Y. (2012). Korean secondary school students’ L2 learning motivation: comparing L2 motivational self-system with socio- socio-educational ng. Lang. Lit. Teach. 18, 115–132.

Kim, T. Y., & Kim, Y. K. (2014). A structural model for perceptual learning styles, the ideal L2 self, motivated behavior, and English proficiency. System 46, 14–27.

Kong, J. H., Han, J. E., Kim, S., Park, H., Kim, Y. S., & Park, H. (2018). L2 motivational self-system, international posture, and competitiveness of Korean CTL and LCTL college learners: a structural equation modeling approach. System 72, 178–189.

Li, X. (2021). EFL Teachers’ Apprehension and L2 Students’ Classroom Engagement. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.758629

MacIntyre, P. D., & Mercer, S. (2014). Introducing positive psychology to SLA. Stud. Second Lang. Learn. Teach. 4, 153–172.

Matsuda, S., & Gobel, P. (2001). Quiet Apprehension: Reading and Classroom Anxieties. JALT Journal, 23(2), 227. https://doi.org/10.37546/jaltjj23.2-3

Mohammed, A. (2016). EFL Effective Factors: Anxiety and Motivation and Their Effect on Saudi College Student’s Achievement. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2834391

Mohammed, A. S. E., & Sanos, A. B. (2018). Accuracy Order of English Grammatical Morphemes of Saudi EFL Learners*. Eurasian Journal of Educational Research, 18(77), 1–16. https://doi.org/10.14689/ejer.2018.77.4

Mokhtar Noriega, F., Heppell, S., Segovia Bonet, N., & Heppell, J. (2013). Building better learning and learning better building, with learners rather than for learners. On the Horizon, 21(2), 138–148. https://doi.org/10.1108/10748121311323030

Murphy, L., Eduljee, N. B., & Croteau, K. (2021). Teacher-Centered versus Student-Centered Teaching. Journal of Effective Teaching in Higher Education, 4(1), 18–39. https://doi.org/10.36021/jethe.v4i1.156

Nazari, M. (2019). Learner-centered Pedagogy: A Double-edged Sword? Relay Journal, 359–373. https://doi.org/10.37237/relay/020210

Oreopoulos, D. G. (1993). From Depression to Elation. ASAIO Journal, 39(4), 962–965. https://doi.org/10.1097/00002480-199339040-00026

Peng, J. E., & Woodrow, L. (2010). Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context. Language Learning, 60(4), 834–876. https://doi.org/10.1111/j.1467-9922.2010.00576.x

Ra, J., & Rhee, K. J. (2018). Detection of gender-related DIF in the Foreign Language Classroom Anxiety Scale. Educational Sciences: Theory and Practice, 18, 47–60. http://dx.doi.org/10.12738/estp.2018.1.0606

Robinson, L. E. (2010). The relationship between perceived physical competence and fundamental motor skills in preschool children. Child: Care, Health and Development, 37(4), 589–596. https://doi.org/10.1111/j.1365-2214.2010.01187.x

Sparks, R. L., & Patton, J. (2013). Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale. Language Learning, 63(4), 870–895. https://doi.org/10.1111/lang.12025

Rathiga, K. (2014). Apprehension in Learning English. International Journal of Humanities and Social Science, 1(2). https://doi.org/10.14445/23942703/ijhss-v1i2p103

Yin, X. (2021). The Interplay of EFL Students’ Enjoyment, Hope, Pride, and Self-Regulation. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.803476

Yoshida, H. (2013). Structural Analysis of Anxiety in Online Cooperative Learning. International Journal of E-Education, e-Business, e-Management, and e-Learning. https://doi.org/10.7763/ijeeee.2013.v3.263

Zeng, G., Hou, H., & Peng, K. (2016). Effect of growth mindset on school engagement and psychological well-being of Chinese primary and middle school students: the mediating role of resilience. Front. Psychol. 7:1873. https://doi.org/ 10.3389/fpsyg.2016.01873

Zohar, D., Livne, Y., & Fine, J. (2003). The effect of anxiety on linguistic parameters of public speech: A verbal impairment model. Anxiety, Stress and Coping, 16(3), 293–306. https://doi.org/10.1080/1061580031000095443