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The complex relationship between classroom emotions and EFL achievement in China
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Abstract:
The present study adopted a mixed-method approach combining principles from Complex Dynamic Systems Theory and Positive Psychology to examine the interaction between Foreign Language Classroom Anxiety (FLCA) and Foreign Language Enjoyment (FLE) of 1,307 Chinese students, the single and combined effects of FLCA and FLE on self-perceived English proficiency and actual English achievement, and finally, the effect of EA on FLE and FLCA. Statistical analyses revealed negative correlations between FLCA and FLE in three groups at different levels of English achievement. Qualitative data from 64 participants threw further light on this complex relationship. Second, FLCA was found to be significantly negatively related to self-rated proficiency at all achievement groups while FLE was positively related. Similar significant relationships were also found between two classroom emotions and actual English achievement except in the low achievement group. Finally, qualitative data allowed us to investigate the possible causes for this relationship.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://doi.org/10.1515/applirev-2018-0043 https://eprints.bbk.ac.uk/id/eprint/26048/ https://eprints.bbk.ac.uk/id/eprint/26048/3/26048.pdf
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42 |
The predictive effects of Trait Emotional Intelligence and online learning achievement perceptions on Foreign Language Class boredom among Chinese university students
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43 |
Emotions in Second Language Acquisition: a critical review and research agenda
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44 |
Does multilingualism shape personality? An exploratory investigation
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45 |
A bilingual emotional advantage? An investigation into the effects of psychological factors in emotion perception in Arabic and in English of Arabic-English bilinguals and Arabic /English monolinguals
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46 |
Actual and self-perceived linguistic proficiency gains in French during study abroad
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47 |
How childhood languages shape future language knowledge, language use, anxiety and cultural orientation
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48 |
Supervising doctoral students and managing the supervisor-supervisee relationship
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49 |
Through the looking glass of student perception: how foreign language students see teacher trait emotional intelligence and why it matters
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50 |
Emotionality and pleasantness of mixed-emotion stimuli: the role of language, modality, and emotional intelligence
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51 |
If classroom emotions were music, teachers would be conductors and learners would be members of the orchestra
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52 |
Introduction to the emotional rollercoaster of language teaching
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53 |
The power to improve: effects of multilingualism and perceived proficiency on enjoyment and anxiety in foreign language learning
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54 |
The emotional rollercoaster ride of foreign language learners and teachers: sources and interactions of classroom emotions
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55 |
How different are the relations between enjoyment, anxiety, attitudes/motivation and course marks in pupils’ Italian and English as foreign languages?
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56 |
Interactions and mediation between multilingual clients and their psychotherapist
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57 |
What psychological, linguistic and sociobiographical variables power EFL/ESL teachers’ motivation?
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58 |
Trait emotional intelligence, positive and negative emotions in first and foreign language classes: a mixed-methods approach
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59 |
How different are the relations between enjoyment, anxiety, attitudes/motivation and course marks in pupils’ Italian and English as foreign languages?
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In: Journal of the European Second Language Association; Vol 4, No 1 (2020); 45–57 ; 2399-9101 (2020)
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60 |
Emotion recognition ability across different modalities: The role of language status (L1/LX), proficiency and cultural background
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