Are foreign language teaching enjoyment and motivation two sides of the same coin?

: Positive psychology (PP) plays a crucial role in second language (L2) education. A positive psychological state in teachers leads not only to higher-quality instruction delivery but to personal well-being. Foreign language teaching enjoyment (FLTE), a recently conceptualized notion of positive L2 teaching emotion, has received a burgeoning interest in L2 teaching research. However, FLTE remains far from being fully understood in that the overreliance on quantitative methods has veiled how it is interconnected with other psychological variables and how it is experienced by teachers. This study aimed to explore L2 teachers ’ enjoyment and motivation through the lens of PP with reference to Broaden-and-Build theory. A mixed-methods approach wasusedtoinvestigate63JapanesesecondaryteachersofEnglishregardingtheirFLTE and self-determined motivation. The results from the questionnaire data showed that FLTE was signi ﬁ cantly positively correlated with autonomous motivation driven by internal-related factors and negatively with amotivation. Furthermore, demographic factors had limited e ﬀ ects only on autonomous motivation. Semi-structured interviews shed light on how enjoyment and motivation were engendered by teacher-internal and -external factors. The study concluded that these psychological cogwheels were dynamic, emphasizing the important implications of teachers experiencing PP. Limitations and suggestions for future research are also highlighted.


Introduction
Understanding the source of teachers' emotional well-being is crucial in second or foreign language (L2) teaching, yet there is a stark "disparity between what we know about the importance of teachers and how we treat them" (Allen and Sims 2018: 4).Their emotion has repercussions for their professional performance and student achievement (Mercer and Kostoulas 2018).Caused by the recent growth of positive psychology (PP)-"the scientific study of what goes right in life" (Peterson 2006: 4)-investigation of wider areas of both positive and negative psychology in L2 education has been accelerated to shed more light on effective and humanistic L2 education (MacIntyre et al. 2019).Research on newly conceptualized foreign language teaching enjoyment (FLTE)-a positive emotion that L2 teachers experience when overcoming challenges-is burgeoning (Proietti Ergün and Dewaele 2021), indicating that L2 teachers greatly enjoy language teaching (e.g., Mierzwa 2019).However, how FLTE is related to other variables and is experienced from the PP perspective remains unknown.In order to lead FLTE experience to more active work engagement and optimal well-being (Gkonou et al. 2020), understanding its sources and relationships with other variables (e.g., motivation) is an urgent research agenda (Proietti Ergün and Dewaele 2021).Particularly, a strong relationship exists between emotions and motivational factors of L2 learners, affecting optimal L2 learning development (e.g., Saito et al. 2018), suggesting that motivation can also play an important role in enhancing L2 teacher PP and teaching performance (Proietti Ergün and Dewaele 2021).However, such a relationship among L2 teachers is hardly researched.To explore this uncharted research area and tackle the issues, the present study examined (1) the correlates of FLTE with motivation and (2) attributes of the identified relationships.The study focused specifically on secondary school Japanese teachers of English (JTEs) who are frequently featured as hard workers under severe labor conditions (Jerrim and Sims 2019).In doing so, the study advanced our knowledge of how L2 teachers can find the silver lining in a challenging situation as well as maintain and improve their psychological health in L2 classrooms.

L2 teacher positive psychology
Over recent decades, applied linguists have shown increasing interest in L2 teacher PP (Gkonou et al. 2020;Martines Agudo 2018;Mercer and Kostoulas 2018;Mercer et al. 2016).In L2 PP research, MacIntyre and Gregersen (2012) adopted the theoretical framework from psychology called Broaden-and-Build theory (Frederickson 2001).This theory posits that experiencing positive emotions such as enjoyment can broaden one's "momentary thought-action repertoires and build their enduring personal resources, ranging from physical and intellectual resources to social and psychological resources" (Fredrickson 2006: 219).This definition suggests that L2 teachers actively learn and employ new teaching techniques and become more enthusiastic, energetic, and supportive toward people surrounding them such as colleagues and students in order to complete their job as an L2 teacher, when they experience positive psychology.Recently, a growing body of teacher PP-although limited-is under investigation such as emotions, especially enjoyment (Mierzwa 2019), and motivation (Dewaele 2020).However, the literature has rarely been developed in light of how different factors are interacted and what causes them (MacIntyre et al. 2019).

Foreign language teaching enjoyment (FLTE)
Among studies on L2 teacher emotions, enjoyment has come to the fore in recent research (Derakhshan et al. 2022;Proietti Ergün and Dewaele 2021;Yang et al. 2023).Dewaele and MacIntyre (2014) proposed the idea of foreign language enjoyment (FLE): "a complex emotion, capturing interacting dimensions of challenge and perceived ability that reflect the human drive for success in the face of difficult tasks " (p. 216).Applying this to L2 teachers, Proietti Ergün and Dewaele (2021) conceptualized FLTE as involving three pillars: personal enjoyment of L2 teaching, student appreciation in the L2 classroom, and social enjoyment of L2 teaching.Personal teaching enjoyment relates to satisfaction in doing challenging work and enjoying L2 teaching, while student appreciation refers to how much teachers perceive that their psychological needs are met by their students, such as their stimulating behaviors.Social enjoyment of teaching describes a positive bond and relationship with surrounding people (e.g., students and colleagues).When teachers experience FLTE, they can actively learn and employ new teaching techniques such as being more explorative, enthusiastic, energetic, and supportive toward people surrounding them; more importantly, it can enrich their personal life (Fredrickson 2001).
Previous studies report that L2 teachers greatly enjoy teaching but that there is much uncertainty about what influences FLTE.Mierzwa's (2019) pioneering research explored Polish teachers of various languages in different educational sectors.This mixed-methods study showed that the teachers experienced a high magnitude of teaching enjoyment.Later, Proietti Ergün and Dewaele (2021) developed a new scale with nine items for measuring FLTE.A quantitative study using the new FLTE scale for teachers of Italian showed similar findings to Mierzwa (2019) in that these teachers immensely enjoyed teaching the language.Furthermore, this finding of high FLTE was confirmed in the Iranian context, a non-European circumstance, adopting Proietti Ergün and Dewaele's scale (e.g., Derakhshan et al. 2022).
At present, the antecedents and influencing factors of FLTE are largely unknown.Demographic factors (e.g., teaching experience) appear to have shown little impact on FLTE.To date, no significant relationship between teaching enjoyment and socio-demographic factors has been found among compulsory education teachers (Mierzwa 2019;Proietti Ergün and Dewaele 2021).Other individual difference factors have been reported to be strong predictors of FLTE, including teacher resilience, well-being, grit (Derakhshan et al. 2022;Proietti Ergün and Dewaele 2021), emotion regulation (Noughabi et al. 2022), and mindfulness (Yang et al. 2023).However, more empirical work on what individual difference factors contribute to FLTE is needed to improve our understanding of how teachers overcome adversity and enjoy L2 teaching (Derakhshan et al. 2022).

L2 teacher motivation
Motivation can be among factors that are potentially interrelated with FLTE.Selfdetermination theory (SDT) (Deci and Ryan 2000) is a frequently adopted theoretical framework to understand L2 teacher motivation (Dörnyei and Ushioda 2021).SDT attests that three psychological needs (i.e., competence, relatedness, and autonomy) influence motivation (Deci and Ryan 2000).The extent to which these needs are thwarted or satisfied brings about different motivations, namely intrinsic and extrinsic motivation, and amotivation (Deci and Ryan 2000).Teachers with intrinsic motivation are driven by internal factors such as a sense of curiosity, enjoyment, and satisfaction.In contrast, teachers with extrinsic motivation rely on external forces.This motivation is differentiated into four subtypes based on internalization or self-regulation (Ryan and Deci 2017).External regulation is the least autonomous motivation, and encourages action to avoid punishment and to seek rewards (e.g., stickers and points).Introjected regulation refers to a less controlled motivation whereby individuals internalize the importance and value of taking action.A more autonomous regulation of extrinsic motivation is identified regulation.Those possessing identified regulation take action with great eagerness, endorsing the value of doing so.The most autonomous extrinsic motivation is integrative regulation, which reflects a considerable congruence between the importance of the action and its value in doing so.The last type of motivation is amotivation, meaning no motivation.In the continuum of these self-determined motivations, a three-type distinction framework is frequently applied (Ryan and Deci 2017): Autonomous motivation consists of intrinsic motivation, integrated, and identified regulation; controlled motivation includes introjected and external regulation; the third type is amotivation.
Research to date has yielded inconclusive results regarding the degree and sources of L2 teaching motivation.Generally, L2 teachers are intrinsically motivated.Dewaele (2020) investigated the relationships between motivation and demographic factors by adapting Fernet et al.'s (2008) work tasks motivation scale for teachers.The results from L2 teachers worldwide showed that autonomous motivation was more prevalent than controlled motivation and amotivation.Likewise, Zhang et al. (2022) examined ESL teachers of adult learners in Canada with various ethnic backgrounds.The survey results generally confirmed the trend that L2 teachers had more autonomous than controlled motivation.
Concerning the antecedents, more work is yet to be done.Dewaele (2020) denoted no significant effects of teaching experience and age on teacher motivation levels.Koran (2015) identified that altruistic desires to assist others such as students' future growth and society's development were typical motivators among EFL teachers in Iraq.Additionally, L2 teachers were motivated by positive perceptions of their profession-related capabilities like love of teaching and English and a sense of success in teaching (Roth et al. 2007).However, the role of sociocultural aspects in L2 teacher motivation (e.g., the social status of L2) has remained uncertain (Hiver et al. 2018).Given the aforementioned findings, however, there is a paucity of research on how L2 teacher motivation is related to other psychological variables like enjoyment and how teachers become motivated.

Enjoyment and motivation
From the PP perspective, it is reasonable to theoretically presume that certain relationships exist between enjoyment and motivation, yet little is explored among L2 teachers.The findings from L2 learners and general education have provided the key findings.Kim and Pekrun (2014) argue that emotions, such as enjoyment, and motivation are intertwined and reciprocal.Empirically, their positive correlation has been confirmed in recent studies among L2 learners (Dewaele and Proietti Ergün 2020).Moreover, in Parr et al.'s (2021) study, 124 secondary school teachers in the United States demonstrated the same pattern, indicating that autonomous motivation was positively interconnected with enjoyment.These findings from learners and teachers of various subjects give us a hypothesis that there is a reciprocal relationship between enjoyment and a more intrinsic type of motivation among L2 teachers, as well, yet the relationship with other motivation types and what causes their relationships is largely unknown (Proietti Ergün and Dewaele 2021).Considering the unique, different contexts and experiences L2 teachers encounter compared to learners and other subject teachers (Mercer and Kostoulas 2018), it is relevant to investigate specifically L2 teachers' psychology.

The present study
The literature discussed above illuminates that L2 teachers tend to experience relatively high enjoyment in teaching and their enjoyment stems from various individual difference factors, yet socio-demographic factors tend to play little role in L2 teacher psychological states.However, no research has investigated how L2 teacher FLTE is related to their motivation and what causes the relationships despite the potential relevance of their link to empower L2 teachers and improve L2 education.Concerning the research contexts, the majority of previous studies were conducted in Europe or the Middle East.Given that psychological well-being is context-and culture-specific (MacIntyre et al. 2019), it is worth investigating teachers in an underresearched context, East Asia.As such, the present study focuses on secondary JTEs, whose working conditions are poor (Jerrim and Sims 2019), to empower from the PP perspective.To these ends, the present study is guided to answer the following research questions.
RQ1: How is FLTE related to the three motivation types among secondary JTEs?RQ2: What are the sources of the interrelationship between FLTE and motivation among secondary JTEs?

Methodology
This study employed a mixed-methods approach with an explanatory design.This approach is well-suited for gaining a more comprehensive understanding of hardlyknown complex issues (i.e., sources and correlates of FLTE) than either quantitative or qualitative findings alone (e.g., a small sample size) (Creswell 2015).More specifically, the explanatory design enables the qualitative findings to provide general trends from the quantitative phase and help explain and clarify these results with more details.

Participants
The target population was in-service L1-Japanese English teachers in Japan.A total of 63 JTEs across the country participated in the study.The teachers' age was between 23 and 63 (M = 35.25,SD = 10.29).Their teaching experience ranged from 0.3 to 40 years (M = 10.59,SD = 9.43).The distribution of age and teaching experience is summarized in Table 1.The majority of participants taught English in public schools and finished their education with a bachelor's degree (see Table 1 for the details).
In the context of education in Japan, secondary school schools, including junior high and high schools, are divided into three categories (the Ministry of Education, Culture, Sports, Science and Technology, MEXT 1947).Public school is the most common type of school in Japan where schools are run by the municipal, local government, while national school is funded and operated by the national government.Private school is administered by independent organizations such as corporations and religious organizations.While the first two schools follow the national curriculum provided by the government, private school is given more autonomy regarding pedagogical approaches.

Data collection
The current study used snowball sampling for convenience (Rooney and Evans 2019), after a pilot test with four JTEs.Initially, the information sheet about this study was distributed to teachers via the author's contacts.These participants were asked to forward the information to other teachers.
The data collection went through two phases and was conducted online once an ethical clearance application was approved from Human Ethics committee of the administering university.First, all participants were given the URL for the questionnaire about their FLTE and motivation with 42 question items in Google Forms.Then, at the end of the questionnaire survey, they were invited for interview

Variable
Category Frequency How FLTE and motivation are linked participation.On average, it took approximately 10 min to complete the questionnaire.In the second data collection stage, seven teachers volunteered to participate in the follow-up interview via Zoom to better understand their FLTE and motivation episodes.Each interview lasted approximately 18 min.

Online questionnaire
The questionnaire consisted of three sections with a total of 42 items in Japanese (see Appendix A).Starting with participants' demographic information (i.e., teaching experience, age, school type, and educational background), the next two sections aimed to elicit their English language teaching enjoyment and motivational orientation.Because the scales used in this study were slightly revised, an assessment of the content validity based on expert opinions (i.e., discussions with two experts in the field of this study about the measured items and constructs) and a reliability check (i.e., Cronbach's alpha) were conducted as the minimum requirement for elaborate validation exercises of the scales used (Dörnyei and Dewaele 2022).1 2.3.1.1Foreign language teaching enjoyment FLTE was measured by adapting Proietti Ergün and Dewaele's (2021) and Dewaele and MacIntyre's (2014) survey items to better fit the current study context.The wording for some items was modified to prevent ambiguity and suit the Japanese context.For instance, words like "teaching English" and "in my English class" were clearly articulated in each item because it is common for teachers to teach more than one subject in Japan.Moreover, some items from Dewaele and MacIntyre's (2014) scale (e.g., Q10 "I don't feel get bored in teaching English") were added for the purpose of a more nuanced understanding and a higher content validity given the first use of the FLTE scale within the Japanese context.Responses to these items were indicated on a 6-point Likert scale ranging from 1 (strongly disagree) to 6 (strongly agree) with a high score representing greater enjoyment.A total of 15 items comprised three dimensions of FLTE: five items on personal enjoyment of L2 teaching (e.g., "I enjoy teaching English"), five items on student appreciation in the L2 classroom (e.g., "My students are cooperative in my class"), and five items on social enjoyment of L2 teaching (e.g., "My students and I have less hesitation of speaking English in my class").The Cronbach's alpha for this scale was 0.87, indicating a high level of reliability of the scale.

Motivation
Teacher motivation was measured with a 6-point Likert scale ranging from 1 (strongly disagree) to 6 (strongly agree) by adapting questionnaire items from Fernet et al. (2008) and Roth et al. (2007) for the same reason as FLTE scale.Similar to FLTE scale, the wording was modified to suit English teaching within the Japanese context.This modification was undertaken because the original items were designed for teachers in general.For example, the original item in Fernet et al.'s scale "because I find this task interesting to do" was revised into "I find it interesting to teach English".Furthermore, to achieve a higher content validity (Dörnyei and Dewaele 2022), two new items were designed for this study for amotivation: "I am not interested in teaching English" and "I am not sure if teaching English is beneficial for me".A total of 27 items consisted of three variations of their motivation: 11 items on autonomous motivation (e.g., "I teach English because I find it rewarding"), 11 items on controlled motivation (e.g., "I teach English for making a living"), and five items on amotivation (e.g., "I do not know what I teach English for").To measure motivation, each motivation type was calculated separately with a higher score indicating greater motivation.The Cronbach's alpha for each construct was 0.84, 0.82, and 0.72, which shows the scales used are reliable.

Interviews
To obtain more in-depth insights into JTEs' enjoyment and motivation based on their survey answers, the seven voluntary participants were asked to describe their specific episodes of FLTE and motivation as well as their antecedents in Japanese, consisting of five predetermined questions (see Appendix B).The interviewees' information is summarized in Table 2.

Data analysis
The analysis of the survey data underwent three processes using JASP.In the first step, descriptive analysis and normality tests were performed regarding teachers' FLTE and motivation levels.Because the z-scores of skewness and kurtosis of these psychological variables were within ± 1.96 and normally distributed (Field 2013), the statistical analysis applied a parametric test for the correlation analysis.Next, to answer RQ1, Pearson correlation coefficients were estimated between FLTE and motivation.In the final stage, t-tests and one-way ANOVA were applied to measure the effect of participants' socio-demographic factors on FLTE and motivation, respectively, to answer a part of RQ2.Given the relatively small sample size for RQ2, however, the statistical analysis applied non-parametric tests, namely Mann-Whitney test, and Kruskal-Wallis test.Furthermore, the author manually transcribed a total of 132 min of the voicerecorded follow-up interview data, which were then subject to thematic analysis (Braun and Clarke 2013) to provide a more comprehensive answer for RQ2.First, the transcription was coded and organized; then, these recurrent codes were scrutinized and thematized as a group (see Appendix C for a coded sample).This thematizing stage was flexibly and recursively processed to ensure the trustworthiness of the coding (Braun and Clarke 2013).Given that semantic and latent meanings pertinent to the research questions can be combined (Braun and Clarke 2013), the generated codes and theme entail both meanings of the data.The themes and sub-themes were then discussed with a colleague who is familiar with thematic analysis and L2 education in Japan to secure the trustworthiness of the findings (Braun and Clarke 2013).The excerpts presented in the following were translated into English by the author using a back-translation method to ensure credibility (Dörnyei and Dewaele 2022).

Influential effects of demographic factors on FLTE and motivation (RQ2)
To answer a part of RQ2, Mann-Whitney test and Kruskal-Wallis test were performed.The analysis showed that autonomous motivation was significantly influenced by one socio-demographic factor, whereas no significant effects were observed on FLTE and amotivation.Autonomous motivation was influenced by educational backgrounds.The results of Mann-Whitney U test demonstrated a significant difference between BA holders (Mdn = 5.09) and MA holders (Mdn = 4.55), U = 377.5,p = 0.04.The effect size was small (r = 0.40) (Plonsky and Oswald 2014).How FLTE and motivation are linked

Interview results (RQ2)
Following the survey, the study conducted the follow-up interviews to better understand what causes strongly related features identified in RQ1 (i.e., FLTE, autonomous motivation, and amotivation) (see Table 4).The results of thematic analysis identified a total of seven recurrent themes from the dataset: three themes for FLTE sources, and two themes each for autonomous motivation and amotivation sources.

Antecedents of FLTE
The thematic analysis identified three main themes: student active participation, student improvement, and personal fulfillment and growth (see Table 5).Detailed explanations of each individual theme are offered below.

Student active participation
First, student active participation was a frequently reported trigger of FLTE, referring to students actively involved in their English learning.For instance, F2 found her teaching job enjoyable when "seeing her students' enthusiasm and desire to use English despite their incorrect use".Furthermore, teachers were directly influenced by students demonstrating enjoyment.Unsurprisingly, enjoyment was experienced when teachers saw other people looking happy and satisfied.Indeed, F1 and M3 described that "seeing students smiling and laughing" made them enjoy teaching more.Lastly, FLTE increased when students actively ask teachers class-related questions.For example, F1 shared an experience where she enjoyed her class when her students actively responded to her explanations during class asking like 'What about this?"

Student improvement
Secondly, seeing not only students' enthusiasm but their improvement influenced teacher emotions positively.When student improvement as an English learner was observed, many teachers experienced enjoyment.Such improvements were captured through their test results, language use, and comprehension during class.Such enjoyable situations included when "students produced better test results than previous ones" (F4), "when doing small talk and stuff like that, [my students] can talk about stuff that they could never before."(M2), and "when seeing a situation where students were able to use English to communicate with an Assistant Language Teacher (ALT)" (F4).

Personal fulfillment and growth
The final theme-personal fulfillment and growth-means enjoyment generated within teachers themselves regarding their professional performance.Salient selfdriven sources of enjoyment include satisfactory class delivery and professional development.Concerning the former, teachers identified enjoyment in delivering classes as they imagined.For instance, M3 explained that he enjoyed it because his students' reactions and responses matched with what he expected.It was when "my students were very interested in the class and actively participated in my class with an ALT teacher near Christmas about the origins of Christmas and how the average American family spends Christmas time for the purpose of cross-cultural understanding".Such an expectation-reality alignment then made teachers feel that "her teaching approach was right" (F1), boosting her enjoyment.Regarding the latter source, teachers found enjoyment in improving their teaching skills and their English class.For instance, M2 said, I have already taught classes in some grades for a few years so the basis of the class is now constructed.In this sense, I can feel I can try more new approaches in class.So I come to find it quite enjoyable in improving my own teaching.
Furthermore, M2 kept saying how much he enjoys developing his professional skills in a community of practice situation, "There is a kind of English education salon … where we share various teaching materials and introduce our own practices … I've learned a lot of things there, and it's very interesting to know about various practices all over the country."

Antecedents of motivation
Besides FLTE antecedents, a total of four themes were identified as factors that were conducive to autonomous motivation and amotivation.The following provides indepth explanations of each theme.

Autonomous motivation
The present study identified two factors that enhanced autonomous motivation: personal fulfillment and growth and student-centered altruistic desire (see Table 6).
3.2.2.1.1Personal fulfillment and growth.First, teachers were intrinsically motivated because of personal fulfillment and growth-their goals and previous successful experience in L2 teaching.In this factor, most of the teachers mentioned that pursuing their goals was a key motivator.Some teachers found a purpose for teaching in pursuit of their ideals and dreams such as "giving better and interesting lessons" (M1), whereas others were motivated by the unlimited potential for improvement.That is, self-development in teaching skills was a significant driving force, as F1 explained, "Teaching English … teaching is never ending … there is no such thing as 100 % completion … so there is a fascination in education, like you can always push yourself to the next level and you can push as far as you can."Similarly, F4 also said that a goal of "becoming a professional teacher she envisions" enabled her to remain motivated to teach English.Previous successful experiences in their teaching practice also helped teachers enhance their motivation and put more effort into their job to experience the same or similar sense of achievement again.For instance, M3 clearly articulated, "When my students get a good score, it motivates me to try to give a clearer and more understandable explanation next time".M2 also said that a sense of achievement he felt, "when his students got into teaching resources he prepared with a lot of time", pushed him to work harder.3.2.2.1.2Student-centered altruistic desire.Second, student-centered altruistic desire motivated teachers.This factor indicates service-oriented genuine desires to help enhance students' academic success as well as personal development.For instance, making English learning fun was a strong driving force.M1 and M2 had a desire to make students smile a lot during class and enjoy English learning.F1 also said that she was motivated to "teach her students how interesting English is".Other examples included a desire to improve students' English skills.M3 was motivated "to improve students' test results", while F2 was driven "to see the look of understanding on their faces".Additionally, motivation to assist students in fulfilling their future potential (M1) through English education, especially for those with learning difficulties (F3), was also mentioned.Intriguingly, given the significance of the English language, M3 also pointed out, "I believe it will be a great disadvantage for future generations of children not to have learned English when they become adults, so I want to play a role in teaching English to future generations."

Amotivation
For factors that can lead teachers to be amotivated, the present study identified two factors: inadequate stakeholder understanding and heavy workload (see Table 6).
3.2.2.2.1 Inadequate stakeholder understanding.First, inadequate stakeholder understanding represents a lack of understanding and support, and extreme pressures from people involved in L2 education that teachers experience regarding student learning progress.For instance, as a source of amotivation, F2 mentioned the following: I feel like it's external pressure.In the event that we are not able to achieve the national or prefectural targets, such as the percentage of students who have passed the Eiken Test2 at grade 3 or above, we receive inquiries from the Board of Education as to why we are not able to do so.
Moreover, complaints about students' learning, such as grades, from parents (M2 & F3) also drained teacher motivation.
3.2.2.2.2 Heavy workload.Second, issues around a heavy workload were a major source of amotivation, referring to poor working conditions teachers experienced.F3 and F4 reported their responsibilities for not only subject-matter teaching but other tasks, including "classroom management, extracurricular activities, and school events such as sports festivals".Such a large amount of work unrelated to L2 teaching caused mental and physical damage to teachers, as F3 said, "I feel my motivation for English education has become secondary.I have a lot of work to do, such as classroom management.So I don't really have the motivation to continue as an English teacher".

Relationship between FLTE and motivation
The study aimed to answer two questions to better understand a new concept of FLTE among secondary school JTEs: its relationship with motivation as the primary aim (RQ1) and the sources of salient factors identified in RQ1 as the second aim (RQ2).Regarding RQ1, the results indicated a significant positive correlation between FLTE and autonomous motivation.In contrast, FLTE was negatively correlated with amotivation.This finding aligns with previous research on teachers in various subjects (Parr et al. 2021).Theoretically speaking, internal rewards such as joy and curiosity are pivotal predictors of autonomous motivation (Ryan and Deci 2017), which partially overlap with the FLTE concept.However, given that amotivation is the opposite of autonomous motivation, it is understandable that the opposite pattern was found.Surprisingly, the study shows that not all types of motivation are related to FLTE.Namely, no significant correlational relationship was identified between controlled motivation and enjoyment (see Table 4).This could be because teachers who experience controlled motivation do not necessarily find a positive emotion.External motivational resources (e.g., rewards and avoiding a negative reputation) can be more strongly linked to other emotions, such as guilt and agitation compared to enjoyment (Ryan and Deci 2017).Furthermore, given its strongly positive connection with amotivation (see Table 4), controlled motivation might be indirectly linked with FLTE.For instance, this motivation may mediate enjoyment through amotivation or other negative emotions.Such more complex paths among variables can be further researched in the future.
In sum, the relationships of FLTE with motivation in this study provide empirical evidence of the underpinning role of PP.Positive experience in one psychological aspect (i.e., FLTE) can help facilitate an increase in the positive psychological variable (i.e., autonomous motivation) and buffer against negative effect appearance (i.e., amotivation) (Fredrickson 2001).

Antecedents of FLTE and motivation
In order to identify the key factors constructing the relationship identified in RQ1, RQ2 investigated the sources of enjoyment, autonomous motivation, and amotivation.
Although the results showed various attributes, some congruence was identified between FLTE and autonomous motivation catalysts: personal fulfillment and growth.This finding was not unexpected because of a chicken-and-egg relationship between FLTE and autonomous motivation (see Table 4).Given their dynamic interrelationship found in RQ1, this overlap of sources between FLTE and autonomous motivation, therefore, is reasonable.Specifically, having an aspiration for improving teaching skills as a goal was a powerful source of teacher motivation as well as enjoyment among many teachers in this study.As found in previous research, future visions of ideal and possible teacher selves can provide L2 teachers with an increase in autonomous motivation (Kubanyiova 2012).Also, the process of pursuing this goal with achievement experiences can give a sense of enjoyment and flow (Ryan and Deci 2017) and boost motivation (Parr et al. 2021), which would put teachers into a positive psychological loop.Therefore, equipping L2 teachers with a clear image of what they want to/can become in the future as an EFL teacher and how this can be achieved would be a significant factor as the first step of empowering L2 teachers.
Looking at how FLTE was generated, the study showed a dynamic, complex characteristic.FLTE appeared to fluctuate depending on the professional experience.The results of RQ2 showed no significant effects from participants' sociodemographical factors.Put simply, teacher-related dimensions had little impact on fluctuation in teaching enjoyment.This finding is in accordance with previous research (e.g., Mierzwa 2019).Optimistically, the present study demonstrated that JTEs experienced high enjoyment notwithstanding their demographic profiles.Nevertheless, some teachers' voices in the interviews offered valuable insight into a complex underlying mechanism of FLTE.F2 and M1 in the interview pointed out that there were some changes in quality over time.Teachers can pay more attention to their teaching strategies as their career progresses.This psychological affordance gained after sufficient teaching experience allowed for more critical reflections and richer satisfaction, compared with their experiences in the first few years, as F2 explained: The frequency has decreased, but I feel the quality has improved.… Up until about the 5th year, it was very shallow, like if I was just being excited, the students were also excited, and I was happy that we had fun.… After 6th year, I experience [enjoyment] less often, but I can reflect on it deeply like, that was the key point today, that was the trick, or I was able to do this because of that.
That is, just because the enjoyment level is stable does not mean that teachers find enjoyment in the same things.Rather, what satisfies them can gradually change and bring deeper enjoyment at the cost of fewer joyful moments.These results have not been observed in previous research on other subject teachers nor in L2 teachers.In Russo et al.'s (2023) study, teaching enjoyment among math teachers linearly increased with teaching experience.One possible explanation is the different instructional situations that L2 and math teachers encounter.Having students solve numerical formulas is incompatible with achieving something non-linguistic using the target language for teachers and students; L2 classes tend to be more student-centered and communicative than math (Beausaert et al. 2013).
Another noteworthy finding is that episodes related to social enjoyment-one component of FLTE-were not clearly reported by any teachers in the interviews; the emerging three themes fit into either personal enjoyment or student appreciation.Most of the enjoyable experiences were events that occurred at a teacher-student level, not a teacher-class level.This lack of social enjoyment experience might be due to the difficulty of constructing such a harmonious classroom environment.Social enjoyment experienced in such a classroom atmosphere requires more effort and time due to many people involved than seeing a stimulating individual (i.e., student appreciation) and simply enjoying a teaching job (i.e., personal enjoyment) at one-onone or individual levels.Therefore, enhancing student appreciation and personal enjoyment might be more effective to empower teachers.However, further research is needed to gain a better understanding.
To summarize, our study provides important insights into FLTE, revealing its complexity.Namely, not only can the amount, depth, and sources of FLTE vary over time, but self-and other-driven stimuli can replenish teacher enjoyment, which is unique among L2 teachers.Moreover, though FLTE consists of three sub-constructs, the social enjoyment factor might be more difficult to fulfill than the other two factors.
In contrast to enjoyment, we found that one demographic factor and other conditions affected autonomous motivation and amotivation to influence FLTE.Where autonomous motivation was concerned, this study identified that desires for professional development and for helping students were powerful motivators (see Table 6), similar to previous research findings (e.g., Koran 2015).Among altruism-related factors, the study identified an interesting finding: the power of the English language.Teachers were motivated to teach English because they believed it played a critical role in today's world for their students.This findingunique to the English language-is reasonable, given its social status as an international language in Japan, where being able to use English is a powerful tool to find a well-paid job and enjoy a more cross-cultural social life (McKenzie 2010).Moreover, multicultural awareness and understanding are strongly emphasized in English education by MEXT (2011).This factor, driven by the high value of the language in society, has hitherto been identified only by pre-service Chinese as a second language teachers in China (Zhang et al. 2020).Although more research is needed to confirm this finding, it might be probable that L2 teachers can possess motivation related to cross-cultural interests to educate students for the better through L2 education.This implies that building up a sense of social purpose in teaching EFL as a vocation can play a crucial role in enhancing teacher motivation.Accordingly, it can be argued that it is of relevance to raise teachers' awareness of how important L2 can be to shape the next generation's future in the globalized world.
Teachers' amotivation appeared to be predominantly attributed to the current English language teaching situation in Japan.The present study demonstrated the two types of antecedents: inadequate stakeholder understanding and heavy workload.These may be specific to the Japanese context.The first issue may stem from the discrepancy between teachers' and other stakeholders' goals toward L2 education.The level of Japanese people's English proficiency has been low.According to the EF English Proficiency Index (EF 2011(EF , 2013)), Japan was ranked 14th among 44 countries in 2011 and 26th among 60 in 2013.As a response, the government set in place curriculum reforms such as an English-only policy without teachers' voices ( MEXT 2014).Furthermore, the expected goal was set to ensure that all students reached B1 CEFR level by the completion of secondary school, which was achieved by only 10 % of students as of 2017 (MEXT 2017).However, from teachers' perspective, despite such high expectations, little teacher support is provided by the government (Glasgow 2018), and more work other than English teaching is assigned, amounting to 58.9 working hours per week on average (Jerrim and Sims 2019).Rather these physically and mentally exhausted teachers are criticized for not achieving the goal as the present study shows.Also, they are not necessarily satisfied with the current goals set by the government.M2 mentioned, "I feel a bit in a dilemma between the external pressure such as their goals and what I believe to be the goal."Such factors are also confirmed as a source of amotivation in previous research in Japan (e.g., Kumazawa 2013;Sugino 2010).Under such workplace climates, it is not difficult to imagine that teachers would lose their motivation.Hence, attempts to fill the gap between stakeholders' and teachers' goal beliefs (e.g., constructive discussions with teachers to re-set the current goals in a more contextually appropriate, realistic, and achievable way) and working condition improvement (e.g., less workload, more teachers, optimal use of technology) should be urgently made.
To summarize, the two salient types of teacher motivation found in the present study can contribute to the level of teacher enjoyment.Teachers can be encouraged to increase autonomous motivation by setting future professional goals and understanding the language value in a globalized society.Moreover, it is essential for stakeholders such as policymakers and institutional staff to be aware of what amotivation factors teachers experience and reconsider the current situation accordingly to empower L2 teachers and maximize L2 education.

Conclusions
The present study aimed to investigate the relationship between FLTE and selfdetermined motivation and the sources of the significantly correlated factors among JTEs from the PP perspective with reference to Broaden-and-Build theory.As a result, the study empirically demonstrated the fundamental tenet of PP; experiences of positive emotions (i.e., FLTE) can facilitate building personal resources (i.e., autonomous motivation) and undo negative psychological factor arousal (i.e., amotivation) (Fredrickson 2001).Further findings showed that this complex psychological health was constructed by the various positive factors outweighing the negative ones, similar to a see-saw.Specifically, considering the shared source that both FLTE and autonomous motivation draw from, the factor related to personal fulfillment and growth can contribute significantly to L2 teacher positive psychological state.As such, FLTE and motivation, especially autonomous motivation, are the two sides of the same coin to a large extent.Therefore, the present study casts new light on L2 teacher PP, revealing the positive enjoyment-and-motivation relationship and a way to strengthen it so that teachers can continue to move forward enthusiastically.
With these in mind, the study has two main implications.First, the findings raise awareness of the importance of having professional goals, experiencing successful teaching experience, and the influential role that English plays in the current internationalized era to boost positive emotion and motivation.As practical implications for teachers, teachers should attempt to find even minor achievements in their teaching as well as to set achievable goals and visions in order to empower themselves and others.For instance, a short individual or collaborative reflection on what went well after each class might easily give teachers a sense of achievement (Yin 2018).It might also be helpful to have time to think about the gap between teachers' goals and the current situation and how English learning can impact students' future (Kubanyiova 2012).These, in turn, can facilitate their active investment to make L2 classes more active, creative, and innovative (Fredrickson 2001).Second, the study highlights the need for more teacher support.More ongoing institutional and societal support and training should be provided for both pre-service and in-service teachers to remain joyful and enthusiastic.Academic institutes should be strongly encouraged to bring not only various pedagogical approaches in L2 teaching but also PP instruction in the teacher education curricula to the fore (e.g., a course on psychology surrounding L2 education where teacher enjoyment can be dealt with).Teachers are also strongly advised to actively engage in an academic community of learning such as workshops and conferences where they can share and gain different lived experiences and up-todate research findings with other peers.Equipping them with PP skills and knowledge is conducive to more fruitful L2 teaching and learning (MacIntyre et al. 2019).
Nonetheless, these results must be interpreted with caution and subject to several limitations.First, the study did not quantitatively assess the validity of the scales (e.g., construct validity) due to our sample size and our study's scope.Future research is recommended to gain a larger sample size to fully confirm the sound psychometric properties of the scales used in this study.Second, the findings may lack generalizability.Not only was the sample size relatively small, but the study design, like snowball sampling, within the limited context (i.e., secondary JTEs) made it difficult to reach teachers with diverse backgrounds and may have caused the limited validity of the findings (e.g., effect sizes).Future research using probability sampling with a larger size may allow for more complex analyses and hence provide further understanding of this study's findings.Third, this study exclusively focused on teachers' subjective perceptions about their PP, which is not always congruent with their classroom behaviors.Moreover, due to the nature of cross-sectional research, the study was not able to see teacher psychology change over time.Hence, a future longitudinal study with multiple sources of data (e.g., observation, interview, and survey) will be critical.Finally, the research scope was limited to fully understanding the intricate mechanism of PP.The study explored only how emotion-enjoyment-was related to motivation.Future research is recommended on the relationships between them and the other PP components as well as other emotions such as boredom, pride, and admiration (MacIntyre et al. 2019).

Table  :
Demographic information on the participants.

Table  :
Demographic information on the interviewees.

Table  :
Descriptive statistics of FLTE and motivation.

Table  :
Results of correlation analysis between FLTE and motivation.

Table  :
The sources of FLTE on thematic analysis.

Table  :
The sources of motivation on thematic analysis.