Journal 2 2019. indd

part of the data. Let us now take a closer look at these results. 
Research results – qualitative
The participants of the study were provided with a list of eight sources 
of FLE enjoyment, which in their opinion contribute the most signi
À
cantly to 
their students’ enjoyment. The participants pointed to at least one and at most 

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Dynamics
three sources of enjoyment. The results revealed that 68 out of total 89 par-
ticipants (76.4%) pointed to the teacher’s attitude as one of the main factors 
that mainly affect students’ foreign language enjoyment. Then, 52 out of 89 
(58.4%) claimed that it is an interesting topic of the lesson, 48 out of 89 (53.9%) 
pointed to learning real-life language (that would be useful in everyday life 
outside the school). Subsequently, 46 out of 89 (51.7%) participants marked 
teachers’ sense of humour and a positive atmosphere in the classroom. The 
least frequent source of FL the teachers pointed to were demanding/challeng-
ing activities (30 responses out of total 89, 33.7%) and speci
À
c classroom activi-
ties, e.g. games, role plays, funny activities (27 out of 89, 30.3%). The results are 
summarized in Table 3 below.
Table 3.
Sources of FLE and the frequency of responses
Source
Number of responses 
Teacher’s attitude 
Interesting topic of the lesson
Learning real-life language
Teacher’s sense of humour
Positive atmosphere in the classroom 
Possibility of self-development
Demanding/challenging activities 
Games, play-roles, funny activities
68 (89)
52 (89)
48 (89)
46 (89)
46 (89)
43 (89)
30 (89)
27 (89)
According to the participants of the present study, students experience 
enjoyment while learning a foreign language once the atmosphere in the clas-
sroom is positive and the teacher laughs, has got a positive attitude to teaching, 
and creates the foreign language classroom into a positive and emotionally 
safe place. It seems that the participants of the present study are well aware of 
the fundamental role they play in the positive emotional experiences of their 
pupils.
There were two open-ended questions the participants were asked to 
answer, both aiming at investigating the sources of FLE according to parti-
cipants’ description. The 
À
rst one referred to an enjoyable episode in the FL 
classroom which the teachers experienced themselves while being FL students. 
The second one referred to an enjoyable episode in the FL classroom as well, 
yet the participants were asked about their students’ experiences. Teachers’ 
accounts on enjoyment from both perspectives will be now presented respecti-
vely. Following the coding approaches of Dewaele and McIntyre (2014; 2018), 
the emotion-related episodes were coded into three main categories
: FLE—
teacher, FLE-Atmosphere, FLE-private.
The results will be now analysed with 
reference to the aforementioned categories. 
Only 42 out of total 89 participants responded to the 
À
rst question. The par-
ticipants’ accounts were divided into three coding categories that may repre-
sent the sources of FLE. Table 4 below clearly illustrates the collected and cate-

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Journal of Education Culture and Society No. 2_2019