Mohammad Hosseini Hamed, Fathi Jalil, Derakhshesh Ali, Mehraein Sepideh
Department of English Language and Literature, Faculty of Language and Literature, Islamic Azad University, Tehran, Iran.
Department of English and Linguistics, Faculty of Language and Literature, University of Kurdistan, Sanandaj, Iran.
Front Psychol. 2022 Aug 17;13:933842. doi: 10.3389/fpsyg.2022.933842. eCollection 2022.
With the advent of positive psychology in second language (L2) learning, some researchers have undertaken empirical studies to explore emotional variables affecting L2 learning and how positive emotions can enhance the engagement of L2 learners. As an attempt to contribute to this research domain, this project sought to test a model of student engagement based on classroom social climate (CSC) and foreign language enjoyment (FLE) among English language learners in Iran. A sample of 386 intermediate English as a foreign language (EFL) learners took part in this survey by completing the online battery of questionnaires. Structural equation modeling (SEM) was employed for the analysis of the gathered data. The results showed that both CSC and FLE were significant predictors of student engagement, with FLE acting as a stronger predictor. Furthermore, CSC exerted a slight influence on FLE. The findings of the present study verify the contributions of positive psychology to L2 pedagogy, implying that pleasant perceptions of learning context and positive emotions can lead to further student engagement.
随着二语学习中积极心理学的出现，一些研究者开展了实证研究，以探索影响二语学习的情感变量，以及积极情绪如何增强二语学习者的参与度。作为对这一研究领域的贡献，本项目试图在伊朗的英语学习者中，基于课堂社会氛围（CSC）和外语学习乐趣（FLE）来测试一个学生参与度模型。386名中级英语外语（EFL）学习者通过完成一系列在线问卷参与了此次调查。采用结构方程模型（SEM）对收集到的数据进行分析。结果表明，CSC和FLE都是学生参与度的显著预测因素，其中FLE的预测作用更强。此外，CSC对FLE有轻微影响。本研究结果验证了积极心理学对二语教学的贡献，这意味着对学习环境的愉悦感知和积极情绪可以进一步提高学生的参与度。
