An activity theory perspective on foreign language teaching enjoyment

Abstract

Foreign language teaching enjoyment (FLTE), a recently conceptualized notion of language teachers’ positive emotion, has received a burgeoning interest in positive psychology studies and in the field of second language teaching research. However, due to the pure novelty of the concept of FLTE and the excessive reliance on quantitative research methods in capturing its correlates, the way FLTE can be influenced by contextual work-related factors remains far from being comprehensively understood. There are a multitude of challenges jeopardizing positive emotions in the workplace for teachers of English as a foreign language (EFL). Accordingly, being enlightened by an activity theory perspective, our qualitative study, aimed to unravel the factors that boost/diminish FLTE among 10 EFL teachers. The data were collected through narrative frames and semi-structured interviews and were analysed via MAXQDA 2020. Thematic analysis revealed nine major themes regarding the sources of developing FLTE. In addition, eight major factors reduced FLTE levels among Iranian EFL teachers. The study concluded that an activity system with a supportive work environment could help EFL teachers enjoy their profession despite the work-related hurdles. The findings demonstrated that learners, colleagues, institutional principals, parents, rules and regulations, teaching materials, division of labor, and objects define EFL teachers’ perceived FLTE. The study implies that teacher education initiatives should explicitly focus on creating a supportive, positive work environment.