Multidimensional Reconstruction for Foreign Language Enjoyment
DOI:
https://doi.org/10.63313/IJED.9093Keywords:
Foreign Language Enjoyment, Task Reconstruction, Process Reconstruction, Assessment ReconstructionAbstract
Foreign Language Enjoyment, as an important affective variable from the perspective of positive psychology, plays a positive role in learners’ motivation, classroom engagement, and language development. However, existing studies have mainly focused on the conceptualization, influencing factors, and effects of foreign language enjoyment, while relatively little attention has been paid to its application in classroom teaching. Based on the multidimensional construct of foreign language enjoyment, this paper explores pedagogical approaches to fostering foreign language enjoyment from three dimensions: task design, learning process, and assessment. Specifically, multimodal output tasks are used to enhance learners’ sense of achievement, collaborative learning and peer support are employed to foster a positive classroom emotional climate, and reflective activities are adopted to reinforce and sustain positive learning experiences, thereby forming a pathway for fostering foreign language enjoyment through task, process, and assessment. This paper aims to provide guidance for cultivating positive emotions and optimizing instructional practices in foreign language classrooms.
References
[1] Derakhshan, A., Dewaele, J. M., Al-Alami, M. Z., & Rad, L. A. (2021). Foreign language boredom and anxiety in the COVID-19 online classroom: A mixed-methods study. Frontiers in Psychology, 12.
[2] Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
[3] Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226.
[4] Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379.
[5] King, J. (2016). Silence in the second language classroom: An agenda for research and practice. Palgrave Macmillan.
[6] Li, C. (2020). Foreign language academic buoyancy from the perspective of positive linguistics: A study on the moderating effect of positive/negative emotions and foreign language achievement. Foreign Language Research, 41(4), 51–56.
[7] Liu, Y., Zhang, J., & Zhao, D. (2026). A study on social presence and emotional interaction mechanism in foreign language classrooms under technology-mediated environments. Computer-Assisted Foreign Language Education, (1), 42–49.
[8] MacIntyre, P. D., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193–213.
[9] Pawlak, M., Derakhshan, A., Mehdizadeh, M., & Kruk, M. (2020). Boredom in online English language classes: Mediating variables and coping strategies. Language Teaching Research, 26(6), 1–23.
[10] Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341.
[11] Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
[12] Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. John Wiley & Sons.
[13] Wang, Y. (2025). Motivational regulation strategies and L2 academic buoyancy in foreign language learning: An empirical study based on dynamic systems theory. Modern Foreign Languages, 48(2), 210–221.
[14] Zheng, Y., & Zhou, T. (2023). Emotional support models in computer-supported collaborative learning: A systematic review and macro-synthesis. Computers & Education, 194, 104–119.
[15] Zhou, J., & Wang, J. (2022). Foreign language learning enjoyment: Definitional deconstruction, multidimensional construct and native scale development. Foreign Language World, (3), 73–81.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 by author(s) and Erytis Publishing Limited
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
