Education

Foreign language anxiety, enjoyment, and boredom among Chinese secondary students: a control-value theory approach

Z. Li and L. Xing

This study, conducted by Zhiyuan Li and Li Xing, reveals fascinating insights into the interplay between foreign language achievements and learner emotions among 756 Chinese senior secondary English learners. It uncovers how anxiety and boredom can shape language success, while achievements also influence emotions like enjoyment and boredom, paving the way for innovative teaching strategies.

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Abstract

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

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