Foreign Language Teaching Enjoyment: In-Service English Language Teacher Perspectives

Abstract

Emotions are essential in the language learning process because they influence the quality of education. A review of the literature reveals that most of the studies centered on negative emotions, specifically learners' language learning anxiety, while there is limited research on the emotions that teachers report experiencing during language teaching. This study aims to explore the experience of foreign language teaching enjoyment (FLTE) among teachers. A qualitative research methodology was used to gain a thorough understanding of FLTE sources. A focus group semi-structured interview was employed to receive in-depth responses from the interviewees. To ensure reliability, multiple coding rounds were conducted for intra-coder consistency, and another researcher was recruited to ensure inter-coder consistency. Nine inservice teachers teaching at different educational stages participated in the study. As a result of the interviews, three sets of variables were identified: teacher-related, student-related, and teaching practice-related factors. The study found both common and different sources of FLTE at each stage. Based on the findings, it can be suggested that pre-service language teacher training programs and in-service professional development courses can implement strategies to enhance FLTE. Moreover, curriculum designers should consider incorporating elements of flexibility that allow for differentiation and individualization of instruction to foster FLTE.