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anguage is more attracted to students because it is authentic language that they would like tolearn and use. Only by absorbing the authentic English can they output the native English. Foranother thing, the inclusion of the authentic language facilitates teachers’ creativity in teaching.

Second, the language material of textbook should have the feature of humanity. That’sbecause many participants express their favor for cultural content in their enjoyment episodes.English is a tool of utility and humanity. Therefore, the design of the textbook should reflect theinherent characteristics of English. Cunningsworth (1995) pointed out that the textbook materialhas to provide information to students and motivate them to learn language in the context insteadof focusing only on mastering language points. Therefore, the language in textbook should bebeautiful and the discourse should contain philosophy and tokens (Cheng & Kang, 2009). In thisway, students will be attracted to the content.

Chapter 6 Conclusion

6.1 Major Findings

The author conducts research on senior high students’ enjoyment in EFL class, by means ofquestionnaire, focused-essay technique, and semi-structured interview to address two researchquestions.

(1) What are the levels of senior high school students’ enjoyment in EFL class?

(2) What factors influence senior high school students’ enjoyment in EFL class?

In responding to the first question, descriptive statistics are carried out. The results showedthat the mean score of high school students’ enjoyment in EFL class is 3.66, which is at themedium level. The mean scores of three dimensions of enjoyment of English learning,enjoyment of teacher support and enjoyment of student support are 3.12, 4.2, and 4 respectively,which reflects that students have the medium level of enjoyment in English learning, and themedium to high level of enjoyment in teacher support and student support. To explore the secondquestion, the qualitative data collected from enjoyment episodes and semi-structured intervieware analyzed. We find that teacher-related factors, self-related factors and peer-related factorshave impact over senior high students’ enjoyment in EFL class. The teacher-related factors areclassroom activity organization, teaching skills, teaching content, teacher’s personality trait,teacher support, content knowledge, teacher’s beliefs and teacher state. The self-related factorsinclude subjective task value, academic self-concept, engagement and learning strategy. Thepeer-related factors are peer engagement and peer’s personality trait. Besides, these three factorsdo not take into effect independently but have influence over students’ enjoyment in joint effect.These three factors exert their influence over senior high school students’ enjoyment in EFLclass through two paths: regulating students’ control and value appraisals or co-mediating theclassroom climate.

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