Speakers
Description
This presentation focuses on the positive impact of foreign language enjoyment on students’ willingness to work in groups in the language classroom. We outline the relationship between group work and enjoyment, as well as sources of student enjoyment when engaged in group work. We also discuss classroom activities to enhance enjoyment and increase the effectiveness of group work based on students interviews and our own professional experience.
Abstract section 4: Outcomes/results
The presentation will provide teachers with a better understanding of the positive impact of enjoyment on the effectiveness of group work in the language classroom. Knowledge of the power of positive emotions, such as FLE, will provide teachers with resources to motivate their learners and increase their willingness to interact and communicate in group work as well as in other classroom activities. Applying the knowledge gained in this presentation will allow teachers to enhance learner enjoyment and improve the effectiveness of group work activities in their own practice.
Abstract section 2: Contribution/research questions
The presentation aims to provide teachers with knowledge and tools to enhance learner enjoyment and improve the effectiveness of group work activities in their own classrooms.
Abstract section 3: Content/method
In this presentation, we outline the relationships between group work and FLE, situational triggers of enjoyment reported by students when engaged in group work, and suggestions for activities to enhance enjoyment and increase the effectiveness of group work.
Abstract section 5: References
Dewaele, J. M. (2019). The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English foreign language learners. Journal of Language and Social Psychology, 38(4), 523–535.
Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2018). Role of the emotions and classroom environment in Willingness to Communicate: Applying doubly latent multilevel analysis in second language acquisition research. Studies in Second Language Acquisition, 40(3), 605-624. https://doi.org/10.1017/S0272263117000304
Saito, K., Dewaele, J. M., Abe, M., & In’nami, Y. (2018). Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning, 68, 709–743. https://doi.org/10.1111/lang.12297
Abstract section 1: Relevance
This presentation focuses on the potential of foreign language enjoyment (FLE) to enhance students’ willingness to work in groups in the language classroom. FLE is a broad positive emotion characterized by a sense of joy when learning a language, active engagement in activities, motivation for tackling challenges, and a sense of achievement experienced by learners. Research has linked FLE to factors that promote effective pair- and group-work activities in the language classroom, such as increased engagement and participation (Khajavy et al., 2018), heightened motivation (Saito et al., 2018), and greater willingness to communicate (Dewaelle, 2019).
| Title | The Power of Positive Emotion in Group Work |
|---|---|
| Teaching Context | College and university education |