YABANCI DİL OLARAK İNGİLİZCE SINIFINDA KEYİF VE KAYGININ ZAMAN İÇİNDE İZLENMESİ

Öz

Son yıllarda ikinci ve yabancı dil eğitimine yönelik araştırmalar, duyguların sabit öğrenen özellikleri olmaktan ziyade dinamik ve bağlama duyarlı süreçler olduğunu vurgulamaktadır. Bu nitel çalışma, Yabancı Dil Keyfi (FLE) ve Yabancı Dil Kaygısının (FLA) bir İngilizceyi Yabancı Dil olarak öğrenme (EFL) sınıfında zaman içinde nasıl geliştiğini, etkileşime girdiğini ve değişim gösterdiğini incelemektedir. Çalışma, 5 hafta boyunca sürece katılan 4 öğrenci ile gerçekleştirilmiştir. Veriler, haftalık yapılandırılmış anlatı formları ve bir odak grup görüşmesi aracılığıyla toplanmış; böylece öğrencilerin tekrar eden sınıf deneyimleri boyunca duygusal süreçleri izlenebilmiştir. Verilerin analizinde tematik analiz kullanılmış ve duygusal değişimler, tetikleyiciler ve uyum süreçlerine ilişkin örüntüler belirlenmiştir. Bulgular, öğrenen duygularının bağlama bağlı ve değişken olduğunu göstermektedir. İkili ve grup çalışmaları keyfi artırırken kaygıyı azaltmış; tüm sınıf önünde konuşma ve belirsizlik durumları ise genellikle kaygıyı artırmıştır. Keyif ve kaygının sıklıkla birlikte ortaya çıktığı, destekleyici ortamlarda orta düzeyde kaygının performansı olumlu yönde etkileyebildiği görülmüştür. Bu çalışma, FLE ve FLA arasındaki dinamik etkileşime ilişkin boylamsal nitel bulgular sunarak dil eğitiminde duygu araştırmalarına katkı sağlamaktadır.

Anahtar Kelimeler

• Duygusal değişim
• kaygı
• keyif
• öğrenen duyguları

TRACING ENJOYMENT AND ANXIETY IN THE EFL CLASSROOM OVER TIME

Öz

Recent research in second and foreign language education emphasizes that emotions are dynamic, context-dependent processes instead of fixed learner traits. This qualitative study investigates how Foreign Language Enjoyment (FLE) and Foreign Language Anxiety (FLA) develop, interact, and fluctuate over time within an English as a Foreign Language (EFL) classroom. The study involved 4 learners who participated over 5 weeks. Data were gathered through weekly structured narrative frames and a focus group interview, enabling monitoring of each learner’s emotional journey across repeated classroom experiences. A thematic analysis was used to identify patterns of emotional fluctuations, triggers, and adaptive changes. Findings showed that learners’ emotions were context-dependent and adaptable. Pair and group activities promoted enjoyment and reduced anxiety, while whole-class speaking and unpredictability typically heightened anxiety. Enjoyment and anxiety often co-occurred, and moderate anxiety in supportive settings sometimes improved performance. By providing longitudinal qualitative insights into the dynamic interplay of FLE and FLA, this study contributes to the growing body of emotion research in language education.

Anahtar Kelimeler

• Anxiety
• enjoyment
• emotional change
• learner emotions

Kaynakça

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