This study examines the predictive roles of foreign language classroom anxiety(FLCA),foreign language enjoyment(FLE),and foreign language boredom(FLB)in English achievement among Chinese senior high school students.De...This study examines the predictive roles of foreign language classroom anxiety(FLCA),foreign language enjoyment(FLE),and foreign language boredom(FLB)in English achievement among Chinese senior high school students.Despite extensive research on anxiety in language learning,less attention has been given to boredom,and the combined effects of these three emotions on English achievement remain under-explored,particularly among high school students in China.To address these gaps,a sample of 142 students from Guangzhou was surveyed using questionnaires to assess their emotional experiences and English achievement.The research found that FLE exhibited a positive correlation with academic performance,while FLCA and FLB showed negative associations.Notably,FLE was the most significant predictor of English achievement,followed by FLCA and FLB.Gender differences were observed,with male students reporting significantly higher levels of environmental enjoyment,while female students experienced significantly greater communication anxiety.On this basis,this paper offers suggestions on how to enhance senior high school students’FLE while mitigating FLCA and FLB,thereby promoting more effective and sustained English learning.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This study examines the predictive roles of foreign language classroom anxiety(FLCA),foreign language enjoyment(FLE),and foreign language boredom(FLB)in English achievement among Chinese senior high school students.Despite extensive research on anxiety in language learning,less attention has been given to boredom,and the combined effects of these three emotions on English achievement remain under-explored,particularly among high school students in China.To address these gaps,a sample of 142 students from Guangzhou was surveyed using questionnaires to assess their emotional experiences and English achievement.The research found that FLE exhibited a positive correlation with academic performance,while FLCA and FLB showed negative associations.Notably,FLE was the most significant predictor of English achievement,followed by FLCA and FLB.Gender differences were observed,with male students reporting significantly higher levels of environmental enjoyment,while female students experienced significantly greater communication anxiety.On this basis,this paper offers suggestions on how to enhance senior high school students’FLE while mitigating FLCA and FLB,thereby promoting more effective and sustained English learning.
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.
