How do different dimensions of enjoyment and out-of-class engagements relate to writing proficiency? A longitudinal investigation of young EFL learners

Abstract

Enjoyment, as a positive emotion, and out-of-class learning have only rarely been combined in research designs on FL teaching and learning. This longitudinal study examined how five dimensions of FL enjoyment (FLE; in the classroom: Private, teacher, and atmosphere; outside the classroom: homework; non-academic out-of-class target-language activities) and three types of out-of-class engagements (self-study; supplementary education; non-academic activities) related to 327 Grade-7 Hong Kong EFL learners’ writing proficiency. The participants were recruited from three schools, one high-achieving, one average-, and one low-achieving (Schools A, B, and C respectively). Multiple regression analyses revealed that FLE-private, FLE-teacher, FLE-atmosphere, FLE-non-academic activities, and time spent on non-academic activities positively predicted writing proficiency in School A. However, only two significant positive predictors, namely FLE-private and time spent on non-academic activities, were found for School B, and none was found for School C. Linear mixed-effects modeling, with random intercepts for schools and variability across schools taken into account, demonstrated that FLE-private, FLE-atmosphere, FLE-non-academic activities, and time spent on non-academic activities positively predicted writing proficiency.