A Positive Psychology perspective on Chinese EFL students' trait emotional intelligence, foreign language enjoyment and EFL learning achievement

The influence of (trait) emotional intelligence (TEI) on academic achievement has been documented in literature, while its influence in the specific domain of L2 learning remains underexplored. The link between EI and negative emotions especially anxiety has been studied in different contexts includ...

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Vydané v:Journal of multilingual and multicultural development Ročník 41; číslo 3; s. 246 - 263
Hlavný autor: Li, Chengchen
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Abingdon Routledge 15.03.2020
Taylor & Francis Ltd
Predmet:
Academic Achievement
Anxiety
Applied linguistics
Chinese languages
Correlation
Emotional Intelligence
Emotions
English (Second Language)
English as a second language instruction
English language
Enjoyment
Foreign Countries
Foreign language anxiety
foreign language enjoyment
Foreign languages
High School Students
Intelligence
Language acquisition
Learning
Linguistics
mediating effect
Negative emotions
Personality Traits
Positive Attitudes
Positive emotions
Positive psychology
Psychological Patterns
Psychology
Second Language Instruction
Second Language Learning
Secondary school students
Secondary schools
Self concept
Self Evaluation (Individuals)
Student Characteristics
Teaching
Trait emotional intelligence
China
ISSN:0143-4632, 1747-7557
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Shrnutí:The influence of (trait) emotional intelligence (TEI) on academic achievement has been documented in literature, while its influence in the specific domain of L2 learning remains underexplored. The link between EI and negative emotions especially anxiety has been studied in different contexts including applied linguistics. However, it remains unknown how EI is related to positive emotions in L2 learning. Underpinned by theories and assumptions of Positive Psychology, the present study examined the complex relationships between 1307 Chinese high school students' TEI, Foreign Language Enjoyment (FLE), and English-as-a-foreign-language (EFL) learning achievement. The following findings were obtained: (1) Most Chinese high school EFL students reported moderate to high levels of TEI, while low to moderate levels of FLE; (2) Small to medium correlations were found among students' TEI, FLE, self-perceived English achievement and actual English achievement; (3) TEI was partially mediated by FLE to influence perceived achievement and actual achievement indirectly. The results were discussed in accordance with previous relevant findings as well as their theoretical and practical implications for L2 teaching and learning.
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ISSN:0143-4632
1747-7557
DOI:10.1080/01434632.2019.1614187