"FOREIGN LANGUAGE ENJOYMENT IN PRE-SERVICE TEACHERS: A SELF-DETERMINATION THEORY PERSPECTIVE "

Abstract

"Research in Second Language Acquisition has shifted focus from anxiety to enjoyment, especially Foreign Language Enjoyment (FLE). Many findings show that FLE is not simply the absence of negative affect but rather a multifaceted psychological resource integral to the process of learner flourishing. However, how exactly classroom environments are translated into enjoyment has remained unexplored. This study draws on Self-Determination Theory (SDT) to explore this process. A quantitative design is used. Specifically, a questionnaire was conducted with the participation of 112 English pre-service teachers in a university in the Vietnamese Mekong Delta. It investigates associations between Teacher Support/Social Interaction, Basic Psychological Needs Satisfaction, and FLE. Regression and mediation analyses indicated that a supportive environment predicts enjoyment. More than that, this association is fully mediated by the three basic needs satisfaction: Competence, Autonomy, and Relatedness. That confirms enjoyment is not a direct response to external factors, but rather an internal consequence of needs satisfaction. Additionally, a threshold effect was observed: students need to perceive their proficiency as ""Good,"" not just ""Average,"" to unlock a high enjoyment level. Interestingly, the study reveals such a cultural nuance that academic enjoyment is characterized in the Vietnamese context by profound satisfaction rather than overt laughter. These findings imply that educators need to change their mindset from ""entertainers"" to ""needs supporters"" to foster genuine well-being."