A Three-Body Problem: The effects of foreign language anxiety, enjoyment, and boredom on academic achievement

Annual Review of Applied Linguistics, Journal Year: 2023, Volume and Issue: 43, P. 7 - 22

Published: March 1, 2023

Abstract This study is part of a growing wave interest in foreign language (FL) learners’ emotions, their sources, and effects. Previous studies have confirmed that there clear relationship between the emotions enjoyment (FLE), classroom anxiety (FLCA), boredom (FLB), performance. However, relative importance each emotion as predictor FL performance has yet to be examined, different teaching learning strategies can elicit it difficult determine whether teachers learners should prioritize specific course design study. We, therefore, utilized structural equation modeling latent dominance analysis on sample 502 Moroccan EFL order examine predicting We argue crucial use sophisticated statistical analyses collect samples from outside Western, educated, industrialized, rich, democratic (WEIRD) countries. The revealed FLCA had strongest (negative) effect English test scores. FLB significant—but slightly weaker—negative FLE weaker still—positive effect. As such, vital not underestimate impact learning.

Language: Английский

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Foreign language learning boredom: Refining its measurement and determining its role in language learning

Studies in Second Language Acquisition, Journal Year: 2024, Volume and Issue: 46(3), P. 893 - 920

Published: May 8, 2024

Abstract This cross-sectional and longitudinal study sought to refine the measurement of foreign language learning boredom (FLLB) examine its links with overall/skill-specific second (L2) achievement (curriculum-based course exam scores) proficiency (Cambridge English test scores). In Substudy 1, we developed validated an 11-item Foreign Language Learning Boredom Scale–Short Form among secondary tertiary as a (EFL) learners in China ( n 1 = 2,223, 2 504, 3 934, 4 1,109). The scale showed sound psychometric properties (i.e., construct/criterion/convergent/discriminant/predictive validity, reliability, invariance across time groups). 2, structural equation modeling results show that FLLB had consistent modest negative effect on overall skill-specific (vocabulary grammar, listening, reading, writing) L2 was 12-month three-semester investigation Cross-lagged panel predicted subsequent negatively, while did not predict achievement.

Language: Английский

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Students’ L2 grit, foreign language anxiety and language learning achievement: a latent profile and mediation analysis

IRAL - International Review of Applied Linguistics in Language Teaching, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 6, 2025

Abstract L2 (second language) grit, an essential personal resource involving perseverance of effort and consistency interest, has been well documented via a variable-centred method. The current study employed latent profile analysis (LPA), person-centred approach, to identify the potential profiles moving beyond previous studies by recognizing student heterogeneity. Drawing on conservation resources (COR) theory, this also examined relationship between foreign language anxiety, achievement within identified grit. Three grit were disclosed, namely, “medium interest”, “great but weak interest”. facilitative function anxiety was realised only for those interest” profile, which interpreted as optimal configuration from lens COR theory. This generated insights future topic.

Language: Английский

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Revisiting Integrated Model of Technology Acceptance Among the Generative AI‐Powered Foreign Language Speaking Practice: Through the Lens of Positive Psychology and Intrinsic Motivation

European Journal of Education, Journal Year: 2025, Volume and Issue: 60(1)

Published: Feb. 21, 2025

ABSTRACT Research on the factors influencing acceptance of GenAI in language learning has expanded widely; however, few studies have focused role emotions. To enhance effectiveness GenAI‐powered English‐speaking instruction and experience, this study expands Integrated Model Technology Acceptance (IMTA) by investigating various emotions willingness to communicate different contexts as intrinsic motivators for conversational chatbots. Using a questionnaire ( n = 368) pre‐ post‐tests, found that EFL learners with higher communicative confidence greater foreign boredom tend perceive chatbots less useful developing speaking skills. While successfully aided them improving their skills through both theme‐based free dialogues, who are more willing engage face‐to‐face interactions peers teachers may not find productive or engaging human counterparts. The results suggest should be aware limitations students' individual differences, integrating into classrooms way aligns student's proficiency preferences create harmonious efficient GenAI‐supported environment. This also underscores importance teachers' AI competence era.

Language: Английский

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Demystifying the predictive role of students’ perceived foreign language teacher support in foreign language anxiety: The mediation of L2 grit

Journal of Multilingual and Multicultural Development, Journal Year: 2023, Volume and Issue: unknown, P. 1 - 14

Published: June 25, 2023

Within students' proximal social environment, the crucial role of their perceived foreign language teacher support in academic learning has emerged numerous empirical studies recent decades. However, little is known about impact on emotions (e.g. anxiety; FLA). The mediating personality second [L2] grit) also remains unknown. To address these gaps, current study adopted a quantitative approach to investigate FLA and effect L2 grit. We administered questionnaires 1,401 Chinese high school students English as measure FLA, grit, three types – namely, academic, emotional, instrumental support. Structural equation modelling results indicate that overall had direct positive predictive whereas dimensions could not directly affect alone. Mediation analysis reveal emotional negatively via complete This offers insights for teachers improve experience.

Language: Английский

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The role of enjoyment and boredom in shaping English language achievement among ethnic minority learners

Journal of Multilingual and Multicultural Development, Journal Year: 2023, Volume and Issue: unknown, P. 1 - 13

Published: April 11, 2023

Progress in the field of positive psychology has stimulated an increasing body work that examines role various emotions and their influence on English learning attainment second foreign language (L2/FL) context. The present study contributes to this new wave research by investigating complex relationship between two emotions, enjoyment (FLE) boredom (FLLB), achievement (ELA), how L2 learners' demographic factors affect FLE, FLLB, ELA a less-featured context ethnic minority learners China. Employing pearson correlations analysis, t-test, regression current analyzed responses 783 middle high school students from western results indicate FLE FLLB co-exist as twins with adverse natures regarding students' learning, level low FLLB. Furthermore, gender educational background emotional perception ELA. In addition, significantly negatively correlates However, two, more substantial predictive power. Pedagogical implications are suggested support achievements perspective.

Language: Английский

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Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment

Language Teaching Research, Journal Year: 2023, Volume and Issue: unknown

Published: June 22, 2023

The aim of this study was to test a model second language (L2) boredom based on coping self-efficacy (CSE), foreign enjoyment (FLE), and mindfulness among English as (EFL) learners. In so doing, 456 EFL learners from Iran took part in by completing an online survey which included scales tapping into the four latent constructs under investigation. Two-step structural equation modelling utilized analyse data examine associations constructs. Results revealed that CSE positively affected FLE. Also, FLE direct negative predictor L2 boredom. Concerning mediation hypotheses, found fully mediate effect However, partial mediator between These findings provide basis for important implications research practice.

Language: Английский

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Unveiling the Predictive Effect of Students’ Perceived EFL Teacher Support on Academic Achievement: The Mediating Role of Academic Buoyancy

Sustainability, Journal Year: 2023, Volume and Issue: 15(13), P. 10205 - 10205

Published: June 27, 2023

Recent studies have shown the crucial role of students’ perceived English as a foreign language (EFL) teacher support in their academic learning within immediate social environments. Nevertheless, little is known about intricate links among dimensions EFL and achievement well mediating function personalities (e.g., buoyancy). To close these gaps, current study, quantitative approach was used to examine effects particular (i.e., academic, emotional, instrumental support) on educational outcomes. The buoyancy also investigated. A total 402 Chinese senior high school students who learn were invited complete questionnaires evaluate three types support. results structural equation modelling indicate that none could directly predict achievement. Students’ only indirectly affect outcomes via mediation buoyancy. This study provides teachers with tips fostering personality traits aiding progress.

Language: Английский

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Unpacking the relationships between emotions and achievement of EFL learners in China: Engagement as a mediator

Frontiers in Psychology, Journal Year: 2023, Volume and Issue: 14

Published: Feb. 20, 2023

Emotions are attracting growing attention in second language acquisition (SLA), especially with the advent of positive psychology (PP). The fundamental role emotions affecting learners' (L2) achievement has been well-documented. Evidence also indicates that can significantly influence L2 learning engagement which profoundly impacts their academic performance. However, links between emotions, engagement, and remain underexplored. To contribute to this research domain, present study sought unpack relationships such as foreign enjoyment (FLE), classroom anxiety (FLCA), boredom (FLLB), well English achievement. A total 907 learners a (EFL) from university China were recruited complete an online questionnaire. Structural equation modeling (SEM) was performed test hypothesized relations among variables. Results revealed correlations FLE, FLCA, FLLB. Furthermore, found mediate (FLE, FLLB) findings broaden nomological network EFL context, provide evidence for mechanism underlying achievement, thereby shedding light on teaching at tertiary level China.

Language: Английский

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The Impact of EFL Learners’ Negative Emotional Orientations on (Un)Willingness to Communicate in In-person and Online L2 Learning Contexts

Journal of Psycholinguistic Research, Journal Year: 2024, Volume and Issue: 53(2)

Published: March 7, 2024

Abstract The present study explored how negative emotional orientations (i.e., anxiety, boredom, and demotivation) may contribute to English as a foreign language (EFL) learners’ willingness communicate (WTC) in in-person online classes. In doing so, total of 290 university students majoring were recruited fill set scales. structural equation modeling analysis indicated that classroom anxiety (FLA) L2 demotivation have direct impact on EFL L2WTC. While was the strongest significant predictor L2WTC, FLA Additionally, there positive correlation among FLA, demotivation, boredom (FLB). demonstrated no communication willingness, it exhibited indirect paths L2WTC via full mediation . Although result did not show any FLB had small yet path through FLA. also revealed demotivation. implications for teachers teacher educators will be further discussed.

Language: Английский

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