Little is known about the effects of different instructional approaches on learner affect in oral interaction in the foreign language classroom. In a randomized experiment with Dutch pre-vocational learners (N = 147), we evaluated the effects of 3 newly developed instructional programs for English as a foreign language (EFL). These programs differed in instructional focus (form-focused vs. interaction strategies- oriented) and type of task (pre-scripted language tasks vs. information gap tasks). Multilevel analyses revealed that learners’ enjoyment of EFL oral interaction was not affected by instruction, that willingness to communicate (WTC) decreased over time, and that self-confidence was positively affected by combining information gap tasks with interactional strategies instruction. In addition, regression analyses revealed that development in learners’ WTC and enjoyment did not have predictive value for achievement in EFL oral interaction, but that development in self-confidence did explain achievement in EFL oral interaction in trained interactional contexts.
Novelty, conceptualized as the experience of something new and different from the everyday, is widely believed to be what defines tourism experiences and makes them enjoyable. The present study tests the mediating effect of novelty on positive emotions in two longitudinal data sets based on daily psychometric diaries. Findings show that the effect of tourism experience on positive emotions is indeed partly mediated by novelty. The mediation effect is similar for average positive emotions as well as for the emotion of interest, suggesting that novelty sparks positive emotions through goal congruence more than by directly triggering interest. Findings affirm that novelty is indeed fundamental and enjoyable in the tourism experience.
LINK
