Learner emotions significantly influence foreign language (FL) acquisition. While foreign language classroom anxiety (FLCA) has been extensively studied, recent research emphasizes other emotions like enjoyment (FLE) and boredom (FLB). This study aimed to explore the interplay between FLCA, FLE, and FLB and their bidirectional relationships with academic achievements among a largely under-researched population: senior secondary students in China. English is a compulsory subject in Chinese secondary education, culminating in the crucial National College Entrance Examination. Understanding the emotional landscape of this student population is vital for improving teaching practices and language learning outcomes. This study seeks to address this gap by investigating the emotional profiles of Chinese senior secondary students and examining the reciprocal relationships between their emotions and English language achievement, utilizing the control-value theory of achievement emotions as a theoretical framework.

Research on emotions in FL learning initially focused on FLCA, its detrimental effects on achievement being well-documented. The rise of positive psychology broadened the scope to include positive emotions like FLE and negative emotions like FLB. While studies have explored the correlation between FLE and FLCA, and their individual relationships with achievement, the combined effects of FLE, FLCA, and FLB on achievement, and the reciprocal influence of achievement on these emotions, remain under-investigated, especially among secondary school students. Existing research often focuses on tertiary-level learners, overlooking the unique emotional experiences and learning contexts of secondary students, particularly in China's exam-oriented educational system. The control-value theory provides a framework for understanding the bidirectional relationship between achievement emotions (including FLCA, FLE, and FLB) and academic performance, suggesting a mutual influence between them.

This quantitative study employed a convenience sample of 756 Chinese senior secondary students (71.3% male; mean age 18.26) who recently completed the National College Entrance Examination (NMET). Data were collected using a questionnaire comprising scales for FLCA (shortened version by Dewaele and MacIntyre, 2014), FLE (Chinese version of the scale by Li et al., 2018), and FLB (subscale from Li et al., 2023). The NMET English scores served as the measure of language achievement. Data analysis included descriptive statistics (means, standard deviations, Cronbach's alpha), correlation analyses (Pearson's r), and multiple regression analyses to assess the predictive effects of emotions on achievements and vice versa. The normality of data was checked before the regression analysis. Outliers and incomplete responses were removed from the dataset before the analysis. SPSS version 26.0 was used for data analysis. Two authors double-checked the accuracy and reliability of the data analysis.

Descriptive statistics revealed moderate levels of FLCA and FLE (M=3.37 and 3.49, respectively) and relatively low levels of FLB (M=2.70) among the participants. Correlation analyses showed significant interrelationships among the three emotions, with FLE negatively correlating with FLCA and FLB, and FLCA positively correlating with FLB. Multiple regression analyses showed that FLCA (β = -2.086, p < .01) and FLB (β = -2.105, p < .01) significantly predicted language achievements (NMET scores), while FLE did not. Conversely, language achievement significantly predicted FLCA (β = -0.016, p < .01), FLE (β = 0.010, p < .01), and FLB (β = -0.021, p < .01). Higher achievement was associated with lower anxiety and boredom and higher enjoyment.

The findings support the control-value theory's proposition of a bidirectional relationship between achievement emotions and academic performance. The negative predictive effect of FLCA and FLB on achievement aligns with previous research highlighting the detrimental impact of negative emotions on learning. The non-significant effect of FLE on achievement in this specific context might be attributed to the exam-oriented culture in Chinese high schools, where emphasis on test scores overshadows the learning process itself. The significant predictive influence of achievement on all three emotions indicates that successful performance enhances enjoyment and reduces anxiety and boredom, potentially reinforcing a positive learning cycle. These findings emphasize the importance of attending to both positive and negative emotions in the classroom.

This study provides valuable insights into the complex interplay of emotions and achievement in the context of Chinese senior secondary English language learning. The findings underscore the importance of addressing both anxiety and boredom while fostering enjoyment in the classroom. Future research should investigate these relationships in diverse learning contexts and explore additional emotions not included in this study to further refine our understanding of the affective factors influencing language learning.

This study's limitations include the convenience sampling method, the focus on a specific cultural context (China's exam-oriented system), the limited range of emotions examined, and the imbalance in the sample concerning gender and the division of subjects. Future research should address these limitations by employing more robust sampling methods, exploring diverse cultural contexts, incorporating a wider range of emotions, and controlling for relevant demographic variables for a more comprehensive understanding of the emotional dynamics in language learning.