Linguistic Entrepreneurship and Well-being in the Career Development Context

Introduction 11

PART 1
Linguistic Entrepreneurship and Well-being in business: theoretical background

Linguistic Entrepreneurship and Well-being in business: introduction 14

Chapter 1
Well-being and foreign language learning 15
1.1. Positive psychology and well-being in the organisational context 15
1.2. Well-being, work performance and linguistic achievement 16
1.3. Understanding well-being 17
1.3.1. Hedonic and eudamonic well-being 19
1.3.1.1. The Hedonic Approach 19
1.3.1.2. Eudamonic Approach 21
1.4. Frameworks for well-being 23
1.4.1. The Multidimensional Model of Psychological Wellbeing 24
1.4.2. The Authentic Happiness Theory 25
1.4.2.1. Maslow's hierarchy of needs theory 25
1.4.2.2. Peak Experiences theory 25
1.4.2.3. The flow theory 26
1.4.2.4. The Authentic Happiness Theory 28
1.4.3. The PERMA theory 28
1.4.3.1. PERMA+4 framework 30
1.4.4. Park's framework for well-being 31
1.4.4.1. Widely-used well-being definitions derived from Park's framework 32
1.4.4.2. Existing suggestions for further research concerning Emotional Well-Being 33
1.5. Well-being and selected aspects of human life 34
1.5.1. Health and well-being 34
1.5.2. Selected aspects of personality and well-being 37
1.5.2.1. The Big Five personality traits and well-being levels 38
1.5.2.2. Personality type and well-being levels 39
1.5.2.3. Mindfulness as a mediator of well-being 40
1.5.3. Emotions and well-being 42
1.5.4. Age and well-being 44
1.5.5. Culture and well-being 45
1.5.6. Motivation and well-being 47
1.6. Well-being and foreign language learning 48
1.6.1. The role of emotions in foreign language learning 49
1.6.1.1. Negative emotions with regard to foreign language learning 49
1.6.1.2. Positive emotions with reference to foreign language learning 51
1.6.1.3. The role of Emotional Intelligence as a mediator between positive and negative emotions in foreign language learning 53
1.6.2. The models of language learning-related well-being 55
1.6.2.1. The EMPATHICS model of well-being 55
1.6.2.2. The E4MC model for language learner and teacher well-being in brief 64
1.6.3. The role of teachers in influencing student emotions 65
1.6.3.1. Teachers' emotions and their influence on the well-being of students 66
1.6.3.2. Foreign language teacher well-being as a social phenomenon 74

Chapter 2
Linguistic Entrepreneurship 77
Understanding Linguistic Entrepreneurship and its impact on the linguistic skills of non-native speakers of English: introduction 77
2.1. Modern Entrepreneurship: its impact, definition and components 77
2.1.1. Frameworks for understanding and developing Entrepreneurship in its broad sense 81
2.1.1.1. The Great Eight Model 81
2.1.1.2. The 13 Entrepreneurial Competences Model 84
2.1.1.3. The EntreComp Framework 86
2.1.2. Entrepreneurship competencies 88
2.1.2.1. Categorised entrepreneurial competences 89
2.2. Personality and Entrepreneurship 91
2.2.1. Personality traits leading to entrepreneurial development 91
2.2.1.1. Locus of control 92
2.2.1.2. Need for achievement 93
2.2.1.3. Risk tolerance 93
2.2.1.4. Entrepreneurial alertness 94
2.2.1.5. Entrepreneurial intention 94
2.2.1.6. Emotional Intelligence 96
2.2.1.7. Self-efficacy 97
2.2.2. Entrepreneurship and well-being 98
2.2.2.1. Entrepreneurial well-being 99
2.2.3. Other antecedents of Entrepreneurship 101
2.2.3.1. Culture 101
2.2.3.2. Societal factors 102
2.2.3.3. Social factors 102
2.3. Entrepreneurship Education 104
2.3.1. Learning and teaching about, for and through Entrepreneurship 106
2.4. Linguistic Entrepreneurship 108
2.4.1. Ideological trends leading to Linguistic Entrepreneurship 109
2.4.1.1. Neoliberalism 109
2.4.1.2. Enterprise culture 110
2.4.1.3. Human Capital Theory 111
2.4.1.4. Commodifi cation of Language Theory 112
2.4.2. Affective regime as a factor contributing to Linguistic Entrepreneurship 113

PART 2
Factors driving corporate employees towards learning English in adult age:
qualitative study

Chapter 3
Study design and rationale 117
3.1. Study design 117
3.1.1. Study objectives 117
3.1.2. Study rationale 118
3.1.3. Study informants 119
3.1.3.1. The students 119
3.1.3.2. The experts 121
3.1.4. Study context and methods 121
3.1.4.1. The method 121
3.1.4.2. Study tools 122
3.1.5. Study procedures 129

Chapter 4
Study results 131
4.1. Study results 131
4.1.1. The profile of informants 131
4.1.1.1. The students' general features 132
4.1.1.2. The experts' general features 133
4.1.2. Quantitative tests results 134
4.1.2.1. The PERMA Profiler test results 135
4.1.2.2. Longman ELT Total English Placement Test results 135
4.1.3. Qualitative study results 137
4.1.3.1. The areas of business English language applications prioritised by corporate employees 137
4.1.3.2. Typical barriers experienced by adult business English students with reference to Business English language usage and learning 145
4.1.3.3. Adult students' attitudes towards language acquisition for occupational purposes and their views on Linguistic Entrepreneurship 154
4.1.3.4. Factors mediating the success of Business English Acquisition in adult learners 170
4.1.3.5. Well-being and Linguistic Entrepreneurship as key factors driving adult business English students' attitudes towards learning English for occupational (corporate) purposes. 174

Chapter 5
Discussion and implications 181
5.1. Discussion and implications 181
5.1.1. Factors driving adult business English students' attitudes towards successful English learning for corporate purposes 181
5.1.1.1. The role of market factors 182
5.1.1.2. Linguistic Entrepreneurship 183
5.1.2. Study limitations and suggestions for further research 191

Appendix no. 1: The PERMA Profiler test 193
Appendix no. 2: Longman Total English Placement Test with a key 195
Appendix no. 3: Interview questionnaires 203
References 209

Anna L. Wieczorek, PhD, is a qualitative researcher whose main interests concern teaching English as a foreign language, business, and entrepreneurship education. She served as a country coordinator in two international European Union strategic partnership projects focusing on entrepreneurship education (PIETE - Partnership for Initial Entrepreneurship Teacher Education, 2018-2021, and YETI - Young Entrepreneurial Teachers' Initiatives, 2020-2023). She has also taught business English to adults for many years.

Reviewed by:
Prof. dr hab. Hanna Komorowska - Uniwersytet SWPS
Prof. dr hab. Liliya Morska