Zhang Zhipeng, Gao Xuesong Andy, Liu Ting
School of Foreign Studies, Northwestern Polytechnical University, 710129, Xi'an, China.
School of Education, University of New South Wales, Sydney, Australia.
Heliyon. 2024 Sep 2;10(17):e37215. doi: 10.1016/j.heliyon.2024.e37215. eCollection 2024 Sep 15.
In recent years, research on enjoyment in foreign language (FL) learning has flourished. To help illuminate the existing scope of inquiry and guide future research, this paper presents a systematic review of 118 empirical studies on FL learning enjoyment published between 2014 and 2023. Each study was coded according to its research context, methodological features, and research focus. The results indicate (1) a heavy focus on adult English as a foreign language (EFL) learners whose first languages are Chinese or Persian within traditional classroom learning settings; (2) a strong preference for quantitative methods; and (3) a prominent focus on enjoyment's antecedents and effects. Drawing upon these findings, we recommend that future research (1) addresses the experiences of language learners from diverse demographic backgrounds in a wider variety of learning settings; (2) applies multimodal methods to thoroughly assess the experience of enjoyment from both objective and subjective perspectives; and (3) explores the nature of enjoyable teacher-student or student-student socio-emotional interaction in greater depth.
近年来，关于外语学习乐趣的研究蓬勃发展。为了帮助阐明现有的研究范围并指导未来的研究，本文对2014年至2023年间发表的118项关于外语学习乐趣的实证研究进行了系统综述。每项研究都根据其研究背景、方法特点和研究重点进行了编码。结果表明：（1）在传统课堂学习环境中，大量研究集中于母语为中文或波斯语的成年英语外语学习者；（2）强烈倾向于定量研究方法；（3）显著聚焦于乐趣的前因和影响。基于这些发现，我们建议未来的研究：（1）在更广泛的学习环境中探讨不同人口背景的语言学习者的经历；（2）应用多模态方法从客观和主观两个角度全面评估乐趣体验；（3）更深入地探究愉快的师生或生生社会情感互动的本质。
