000			01889nam a22001937a 4500
005			20250116113801.0
008			250116b |||||||| |||| 00| 0 eng d
022			_a0022-0973
100			_aHyang-Il Kimo
245			_aThe Effects of Foreign Language Enjoyment and Future Selveson Learning English _b(Journal Article)
260			_aPhiladelphia, USA _b: Taylor and Francis Group and Routledge _c,March 2024
300			_a452-465p.
440			_aThe Journal of Experimental Education _vVolume 92: Number 3-4, 2024
500			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: Recently, there has been considerable academic interest in the positiveemotions of language learners. As a contribution to this field, the aims ofthis study were to identify foreign language pleasure (FLE) patterns andtheir relations with language learning motivation. A total of 145 Koreanuniversity students joined the study and their responses to surveys relatedto the FLE and L2 future selves were analyzed. It was found, first, thatthere were three underlying FLE factors named Teacher-facilitator enjoy-ment, Private-internalized enjoyment, and Social enjoyment. Second, thesefactors were mostly correlated with L2 future selves. It also indicated thatought-to L2 self and the first and third FLE factors were not related to self-perceived proficiency, unlike ideal L2 self and the second FLE factor, thatis, Private-internalized enjoyment. Lastly, the result of mediation analysissuggested that private-internalized enjoyment serves as a mediator in theway ideal L2 self affected self-perceived proficiency. The implications basedon the findings were discussed.
650			_aForeign languageenjoyment; ideal L2 self;language learningmotivation; ought-to L2self; positive emotion
856			_uhttps://doi.org/10.1080/00220973.2023.2219217
942			_cPER
999			_c46042 _d46041