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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Vydané v:	Studies in second language acquisition Ročník 45; číslo 1; s. 93 - 108
Hlavní autori:	Li, Chengchen, Wei, Li
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	New York, USA Cambridge University Press 01.03.2023
Predmet:	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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Shrnutí:	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.
Bibliografia:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0272-2631 1470-1545
DOI:	10.1017/S0272263122000031