Austrian EFL Learners’ Affective Engagement With Mass Media Texts
Keywords:
EFL adolescents, affective/emotional engagement, integrative orientation, mass media, self-reported L2 proficiency, organismic integration theoryAbstract
This study sets out to explore German-speaking adolescents’ emotional engagement with mass media products and to determine the impact (if any) produced by the practice of watching films and series in English on Austrian English as a foreign language (EFL) adolescents’ perceptions of second language (L2) proficiency. To this end, a survey investigating the levels of affective involvement with online streaming products was developed. The survey targets 630 high-school students from Austrian Vorarlberg, many of whom demonstrate high levels of affective engagement with English-language mass media products. These individuals report higher levels of L2 English proficiency in comparison to their peers consuming similar content in German. The multiple linear regression reveals emotional engagement, frequency of exposure to mass media products, and English-language viewing practices as three important factors shaping learners’ perceived proficiency in English. The implications of the study are discussed within the framework of socio-psychological organismic integration theory (Ryan & Deci, 2007, 2008) and against the backdrop offered by the construct of integrative orientation (Gardner, 1985, 2010).
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