This study investigated the bidirectional relations between foreign language achievements and learner emotions (anxiety, enjoyment, boredom) among 756 Chinese senior secondary English learners. Results showed significant intercorrelations among the three emotions, with anxiety negatively related to enjoyment but positively to boredom. Regression analyses revealed that anxiety and boredom significantly predicted achievements, while achievement predicted all three emotions. The findings support the reciprocal relationship between language achievements and emotions, offering pedagogical implications for language teaching.
Publisher
Humanities & Social Sciences Communications
Published On
May 02, 2024
Authors
Zhiyuan Li, Li Xing
Tags
foreign language achievement
learner emotions
anxiety
enjoyment
boredom
Chinese learners
pedagogical implications
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