Emotions in classroom language learning: What can we learn from achievement emotion research?

Shao, Kaiqi; Pekrun, Reinhard; Nicholson, Laura

doi:10.1016/j.system.2019.102121

Cited by 145 publications

(127 citation statements)

References 95 publications

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“…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.…”

Section: Positive Emotions In Slamentioning

confidence: 99%

“…Language learning creates a spectrum of emotions of both positive and negative connotation. These emotions are of critical importance for second language (L2) learning and achievement ( Shao et al, 2019 ). However, past research on emotions and second language acquisition (SLA) has traditionally focused on negative emotions, particularly language anxiety (see Teimouri et al, 2019 , for review), leaving the effects of positive emotions (e.g., happiness, pride, gratitude, joy, hope, and admiration) largely unaddressed ( Dewaele and MacIntyre, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

“…Riding on the wave of PP in SLA, these core concepts of PP may serve as a useful guide for L2 emotion researchers to expand the scope of emotions investigated, examine the causes and consequences of multiple emotions in more depth, and provide concrete recommendations for L2 teachers to foster students’ beneficial emotional experiences ( Dewaele et al, 2019a ; Shao et al, 2019 ). The present article aims to contribute to our knowledge and understanding of these important topics by first briefly synthesizing existing literature on PP and emotions in SLA, and then introducing a theoretical model, namely, L2EPP (second language emotions and positive psychology), which integrates emotion theories and research in the fields of psychology, education, and language with preliminary PP intervention studies in SLA.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2020

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Although emotion research and positive psychology (PP) have recently gained strong momentum in the field of second language acquisition (SLA), theoretical models linking language emotion and PP research, which offer insights for both research and intervention practice are lacking. To address this gap, the present article first introduces the origin, concept, and research around PP. Next, it summarizes recent research on PP and emotions in SLA. Finally, by triangulating emotion theories and research in the fields of psychology, education, and SLA, we propose a new model, which merges the three pillars of PP (positive institutions, positive characteristics, and positive emotions) with the antecedents, outcomes, and interventions of second language (L2) emotions (the L2EPP model). The value of the model to L2 pedagogy and research is highlighted in the context of the importance of integrating PP into the area of emotions and instructed SLA.

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Section: Positive Emotions In Slamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

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“…This study tries to fill this gap by examining the effect of motivation on second foreign language proficiency in a TLA context. In addition, learning emotion, which is quite influential in language learning [20,21], has also been largely neglected in TLA research. In particular, while recent studies in…”

Section: Introductionmentioning

confidence: 99%

Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

2020

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Inadequate research attention has been paid to the learning of a third language. For this reason, this study explores senior English major students' learning of additional foreign languages in seven universities in Shaanxi Province, China. The study examines the relationship between the participants' motivation and language proficiency through a questionnaire, and the collected data are analyzed using hierarchical linear regression analysis. The results identify that the participants' instrumental and integrative motivations positively influence their second foreign language proficiency. Further analysis reveals that the connection between the participants' motivation and language proficiency is mediated by foreign language enjoyment. These findings form the basis of our suggestions for the sustainable learning and teaching of foreign languages in universities.Sustainability 2020, 12, 1302 2 of 13 the field of positive psychology have pointed out the importance of foreign language enjoyment (FLE) in language acquisition [22][23][24], more work is needed to elaborate the role of FLE in foreign language learning. Considering FLE's connection with mental activity, we assume in this paper that it mediates the relationship between motivation and foreign language proficiency, and we try to examine this mediating effect in the TLA context. Therefore, the present study uses survey data from seven universities in Shaanxi Province, China, to explore the process of second foreign language acquisition, examining and explicating the relationship between motivation and language proficiency as well as the mediating role of FLE on the focal relationship. Theoretically, this paper enriches our understanding of how motivation influences second foreign language proficiency, facilitates further interest in TLA in terms of individual differences, and highlights the importance of positive psychology in learning a second foreign language. Practically, it suggests important implications for the sustainability of second foreign language teaching and learning.

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“…This is also true within the areas of applied linguistics and EFL learning and teaching. Emotions have been significantly neglected by researchers, as their focus has been on cognition and target language use (Agudo, 2018;Garrett & Young, 2009;Ross, 2015;Shao, Pekrun, & Nicholson, 2019). Additionally, affect and emotion have been largely neglected in discussions of engagement in language learning, as well as in the literature of language learning and teaching, as most applied linguists and educational language specialists tend to turn to the important role of motivation in language learning (Mercer & Dornyei, 2020).…”

Section: Introductionmentioning

confidence: 99%

The role of identity styles and social support from peers on emotional engagement in the English as a foreign language learning

Al-Amri¹

2020

Apples

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This present study was designed to investigate influences of identity styles and social support from peers on emotional EFL classroom engagement in a large sample of Saudi early adolescents (N=406) ranged in age from 12 to 15. This emotional engagement construct is based on the identity styles literature and draws upon concepts of social support received from peers as one of the most important sources of validation from others during adolescence period, and as a mediating variable of the associations between students’ identity styles and emotional engagement. The study shows gender differences within the sample. In general, the findings of the study demonstrate the role of social support received from peers in enhancing identity styles and influencing emotional EFL classroom engagement.

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Emotions in classroom language learning: What can we learn from achievement emotion research?

Cited by 145 publications

References 95 publications

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

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

Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

The role of identity styles and social support from peers on emotional engagement in the English as a foreign language learning

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