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

Abstract

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

Exploring the Effect of Language-related Academic Emotions on Foreign Language Achievement: A Systematic Review and Meta Analysis

“…Moreover, the correlation between academic emotions and language performance is influenced by different language domains, with FLE being an exception. Specifically, speaking activities are found to have the most profound impact on FLE, while reading performance is significantly influenced by FLB (Wang et al, 2023).…”

“…FLE and FLA tend to have a negative correlation, indicating that when learners enjoy the journey of acquiring language skills, they tend to experience less anxiety (Chen et al, 2023;Tsang & Dewaele, 2023). On the other hand, FLE is negatively associated with FLB (J. M. Tsang & Dewaele, 2023; Wang et al, 2023), whereas there is a positive correlation between FLA and FLB (Zhao & Wang, 2023). However, the relationship between FLA, FLE, and FLB is not static but complex and dynamic, varying according to the nature of the learning tasks (Bielak, 2022;Wang et al, 2023).…”

“…On the other hand, FLE is negatively associated with FLB (J. M. Tsang & Dewaele, 2023; Wang et al, 2023), whereas there is a positive correlation between FLA and FLB (Zhao & Wang, 2023). However, the relationship between FLA, FLE, and FLB is not static but complex and dynamic, varying according to the nature of the learning tasks (Bielak, 2022;Wang et al, 2023).…”

“…further complicated the picture by finding boredom to have a stronger negative impact on writing achievement than anxiety. Furthermore, Wang et al (2023) pointed out that when combined with other emotions, FLB did not significantly affect English achievement. Moreover, despite the dominance of negative emotions in some studies, Tsang and Dewaele (2023) found FLE to be the most enduring predictor of engagement and proficiency among EFL children in Hong Kong.…”

The Influence of Parenting Styles on Adolescents’ Anxiety and Depression ---the Mediating Role of Self-Efficacy

“…This highlights the significance of nurturing positive parent-child relationships, particularly ones that are characterized by emotional warmth and reduced feelings of rejection. This can help improve children's mathematical self-confidence and reduce related anxiety [9]. A further investigation revealed that the presence of depressive symptoms had the ability to forecast levels of academic and emotional selfefficacy, with no discernible variance based on gender, after a period of six months [10].…”