Recent research has confirmed the predictive effect of general foreign language(FL) achievement on Foreign Language Enjoyment(FLE) and Foreign Language Classroom Anxiety(FLCA).However,few studies have examined the eff...Recent research has confirmed the predictive effect of general foreign language(FL) achievement on Foreign Language Enjoyment(FLE) and Foreign Language Classroom Anxiety(FLCA).However,few studies have examined the effect of domain-specific language achievement in shaping FL learning emotions.The present study thus aims to examine how FLE and FLCA are linked to overall FL achievement and self-perceived achievement in six different domains across listening,speaking,reading,writing,vocabulary,and grammar.A total of 1,415 Chinese senior secondary students participated in the questionnaire survey.Regression analyses showed that 1) both FLE and FLCA were predicted more by self-perceived general English proficiency,while less by actual English achievement;2) perceptions of speaking and grammar competence were significant predictors of both emotions;3) perceived reading competence predicted FLE significantly but not FLCA;and that 4) perceptions of listening,writing,and vocabulary competence predicted neither FLE nor FLCA.The implication is that domain-specificity should be taken into consideration in future explorations of FL emotions.展开更多
Background:With the widespread adoption of synchronous online instruction,concerns have arisen regarding teachers’professional functioning in this new context.While previous studies have extensively explored teacher ...Background:With the widespread adoption of synchronous online instruction,concerns have arisen regarding teachers’professional functioning in this new context.While previous studies have extensively explored teacher psychology,the control-value theory(CVT)provides additional insights into teachers’experiences.As limited research has specifically addressed the psychological experiences of primary school teachers in online teaching settings,this study investigated the relationships among teachers’online self-efficacy,anxiety,and engagement through the CVT framework.Methods:This study employed a quantitative research design,conducting a questionnaire survey of 1037 Chinese primary school teachers recruited through convenience and snowball sampling.Exploratory Structural Equation Modelling was first applied to validate the constructs.Subsequently,a structural equation model was developed and tested to examine the relationships between the key variables.A mediation analysis further explored the indirect effect of teacher self-efficacy on engagement through anxiety,consistent with CVT propositions.Results:Structural Equation Modelling results revealed that teachers’self-efficacy was a significant predictor of both anxiety(β=−0.165,p<0.001)and engagement(β=0.707,p<0.001).Anxiety also significantly predicted engagement(β=−0.097,p<0.001).Mediation analysis further demonstrated that anxiety partially mediated the relationship between self-efficacy and engagement(β=0.016).Conclusion:While anxiety can impede teachers’full engagement in online teaching,self-efficacy appears to buffer against anxiety’s negative effects,ultimately enhancing teaching effectiveness.These findings offer valuable insights for improving teachers’online teaching experiences and optimizing educational outcomes in digital environments.展开更多
This study explores how classroom activity types shape enjoyment and boredom among Chinese university students in foreign language learning over a four-week period,as well as the relationship between these emotions an...This study explores how classroom activity types shape enjoyment and boredom among Chinese university students in foreign language learning over a four-week period,as well as the relationship between these emotions and academic achievement,based on Control-Value Theory.Using a mixed-methods approach,data was collected from 65 second-year students,measuring emotions through five-point Likert scale questionnaires after each class,gathering 846 questionnaires,each corresponding to a specific Classroom Activity Type(CAT),and supplemented by open-ended questionnaires.Academic achievement was assessed through pre-test and post-test evaluations at the beginning of the study and after 13 weeks.Results show a significant negative correlation between Foreign Language Enjoyment(FLE)and Foreign Language Boredom(FLB).Traditional activities such as practice exercises and teacher lectures were associated with lower FLE and higher FLB,while interactive activities such as teamwork,student presentations,and multimedia use were associated with higher FLE and lower FLB.Interestingly,these emotional experiences had no significant predictive value for academic achievement after 13 weeks,but students often perceived boring activities as useful,suggesting a potential disconnect between emotional experiences and perceived value.These findings emphasize the importance of designing engaging classroom activities to enhance enjoyment and alleviate boredom,providing valuable insights for educational practice and policy.展开更多
文摘Recent research has confirmed the predictive effect of general foreign language(FL) achievement on Foreign Language Enjoyment(FLE) and Foreign Language Classroom Anxiety(FLCA).However,few studies have examined the effect of domain-specific language achievement in shaping FL learning emotions.The present study thus aims to examine how FLE and FLCA are linked to overall FL achievement and self-perceived achievement in six different domains across listening,speaking,reading,writing,vocabulary,and grammar.A total of 1,415 Chinese senior secondary students participated in the questionnaire survey.Regression analyses showed that 1) both FLE and FLCA were predicted more by self-perceived general English proficiency,while less by actual English achievement;2) perceptions of speaking and grammar competence were significant predictors of both emotions;3) perceived reading competence predicted FLE significantly but not FLCA;and that 4) perceptions of listening,writing,and vocabulary competence predicted neither FLE nor FLCA.The implication is that domain-specificity should be taken into consideration in future explorations of FL emotions.
文摘Background:With the widespread adoption of synchronous online instruction,concerns have arisen regarding teachers’professional functioning in this new context.While previous studies have extensively explored teacher psychology,the control-value theory(CVT)provides additional insights into teachers’experiences.As limited research has specifically addressed the psychological experiences of primary school teachers in online teaching settings,this study investigated the relationships among teachers’online self-efficacy,anxiety,and engagement through the CVT framework.Methods:This study employed a quantitative research design,conducting a questionnaire survey of 1037 Chinese primary school teachers recruited through convenience and snowball sampling.Exploratory Structural Equation Modelling was first applied to validate the constructs.Subsequently,a structural equation model was developed and tested to examine the relationships between the key variables.A mediation analysis further explored the indirect effect of teacher self-efficacy on engagement through anxiety,consistent with CVT propositions.Results:Structural Equation Modelling results revealed that teachers’self-efficacy was a significant predictor of both anxiety(β=−0.165,p<0.001)and engagement(β=0.707,p<0.001).Anxiety also significantly predicted engagement(β=−0.097,p<0.001).Mediation analysis further demonstrated that anxiety partially mediated the relationship between self-efficacy and engagement(β=0.016).Conclusion:While anxiety can impede teachers’full engagement in online teaching,self-efficacy appears to buffer against anxiety’s negative effects,ultimately enhancing teaching effectiveness.These findings offer valuable insights for improving teachers’online teaching experiences and optimizing educational outcomes in digital environments.
文摘This study explores how classroom activity types shape enjoyment and boredom among Chinese university students in foreign language learning over a four-week period,as well as the relationship between these emotions and academic achievement,based on Control-Value Theory.Using a mixed-methods approach,data was collected from 65 second-year students,measuring emotions through five-point Likert scale questionnaires after each class,gathering 846 questionnaires,each corresponding to a specific Classroom Activity Type(CAT),and supplemented by open-ended questionnaires.Academic achievement was assessed through pre-test and post-test evaluations at the beginning of the study and after 13 weeks.Results show a significant negative correlation between Foreign Language Enjoyment(FLE)and Foreign Language Boredom(FLB).Traditional activities such as practice exercises and teacher lectures were associated with lower FLE and higher FLB,while interactive activities such as teamwork,student presentations,and multimedia use were associated with higher FLE and lower FLB.Interestingly,these emotional experiences had no significant predictive value for academic achievement after 13 weeks,but students often perceived boring activities as useful,suggesting a potential disconnect between emotional experiences and perceived value.These findings emphasize the importance of designing engaging classroom activities to enhance enjoyment and alleviate boredom,providing valuable insights for educational practice and policy.
