Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis

Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model

“…However, it is noteworthy that these initial studies probed only one type of positive emotions; enjoyment, but other pleasant emotions such as hope, pride, contentment, gratitude, and admiration may play an equally important role in promoting L2 learners' motivation, creativity, interest, and performance and thus are also worth investigating. Recent research has started to address this by adapting the construct of achievement emotions from the field of educational psychology to the FL context in order to measure a wider range of positive emotions: enjoyment, hope, and pride (Shao et al, 2019(Shao et al, , 2020. This line of research will be discussed in more detail later on.…”

“…It was developed in general education aiming to expand the scope of emotion investigated beyond test anxiety in academic contexts as well as to systematically examine the antecedents and outcomes of students’ diverse achievement emotions ( Pekrun et al, 2002 ). As a domain-general emotion theory, the CVT has only recently been applied to the domain of language learning (e.g., Piniel and Albert, 2018 ; Shao et al, 2019 , 2020 ; Davari et al, 2020 ). While the BBT focuses on the effects of positive emotions on cognitive and psychological processes, the CVT attends to both positive and negative emotions together with their antecedents and outcomes.…”

“…Moreover, these discrete positive emotions and negative emotions are presumed to differentially relate to a wide range of learning outcomes (e.g., motivation, cognition, interest, learning strategies, and performance; see Pekrun et al, 2011 ). Although this line of emotion research has traditionally tended to focus on domain-general emotion variables, such as general test anxiety, or on students’ math-related emotions (e.g., Goetz et al, 2010 ; Pekrun et al, 2017 ), the construct of achievement emotions has recently attracted increasing attention from L2 researchers (e.g., Starkey-Perret et al, 2018 ; Shao et al, 2019 , 2020 ; Davari et al, 2020 ). As Davari et al (2020 , p. 4) pointed out, “Adherence to a complex system of learning emotions would set L2 researchers free of a narrow, discrete approach to investigating language emotions.…”

“…Multi-group CFA also demonstrated the measurement invariance of the AEQ across gender and learning contexts (school vs. institution). Very recently, Shao et al (2020) examined the effects of perceived control and value on language emotions and performance as well as the moderated mediation effects of appraisals on achievement through emotions among Chinese college EFL students ( N = 550). Results indicated that students experienced more positive emotions (enjoyment, hope, and pride) and less negative emotions (anger, anxiety, shame, hopelessness, and boredom) and achieved better language performance when they felt confident about language learning and found the learning activities and outcomes important and interesting.…”

The Effect of Teacher-and Peer-Assisted Evaluative Mediation on Efl Learners’ Metacognitive Awareness Development

“…This approach can activate students' involvement and responsibility in the teaching process. This type of mediation can improve peers' understanding of the syllabus and as a result provide them with an opportunity to gradually increase their self-confidence enabling them to promote their language performance (Shao, Pekrun, Marsh, & Loderer, 2020Topping, 1998. Peer-mediated learning is an instructional approach that emphasizes student-student interaction and is intended to provide an alternative to teacher-centered or individualistic approaches to learning.…”