Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement?

Building on the control-value theory, the present study examined the independent and joint predictive effects of three emotions—enjoyment, anxiety, and boredom—on L2 achievement over time. The participants of the study were a group of junior secondary English learners in rural China, a population th...

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Veröffentlicht in:Studies in second language acquisition Jg. 45; H. 1; S. 93 - 108
Hauptverfasser: Li, Chengchen, Wei, Li
Format: Journal Article
Sprache:Englisch
Veröffentlicht: New York, USA Cambridge University Press 01.03.2023
Schlagworte:
Academic Achievement
Achievement
Anxiety
Boredom
Classrooms
Educational Research
Emotions
English (Second Language)
English as a second language learning
English language learners
Enjoyment
Foreign Countries
Foreign language learning
Individualized Instruction
Information processing
Language
Learning
Learning Motivation
Longitudinal studies
Mathematics
Mathematics Achievement
Motivation
Prediction
Psychological Patterns
Rural Areas
Rural population
Second Language Instruction
Second Language Learning
Secondary School Students
Structural equation modeling
Student Attitudes
Students
Taxonomy
Time
China
ISSN:0272-2631, 1470-1545
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Zusammenfassung:Building on the control-value theory, the present study examined the independent and joint predictive effects of three emotions—enjoyment, anxiety, and boredom—on L2 achievement over time. The participants of the study were a group of junior secondary English learners in rural China, a population that has hitherto never featured in L2 learning research. Questionnaire data and achievement data were collected at four different time points (Time 1–Time 4: T1–T4) from a large sample of 954 learners. Structural equation modeling results show that: (a) the three emotions at T1 predicted English achievement at T2 (one week after T1) and T3 (five weeks after T1) independently, while only enjoyment predicted achievement at T4 (nine weeks after T1); (b) when combined, enjoyment was the strongest and most enduring predictor across T2–T4, followed by anxiety predicting achievement at T2–T3 negatively, while boredom completely lost its predictive power across T2–T4.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0272-2631
1470-1545
DOI:10.1017/S0272263122000031