Relationships Between Achievement Emotions, Motivation and Language Learning Strategies of High, Mid and Low English Language Achievers

Junming, Tan

doi:10.17265/2159-5836/2017.06.014

Cited by 7 publications

(8 citation statements)

References 9 publications

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“…Interestingly, regarding females, although prior research in Argentina (Sánchez Rosas, 2015), Turkey (Yükselir & Harputlu, 2014), and China (Tan, 2017) revealed that they experienced negative AEs more frequently, this study of Mexican females did not. One plausible explanation is that, in this study, positive AEs were higher across the board.…”

Section: Discussioncontrasting

confidence: 79%

“…These studies focused on learning-related emotions, not those associated with testing. Tan (2017) found that Chinese university students reported more positive than negative AEs. Yükselir and Harputlu (2014) used the AEQ with Turkish university EFL learners and discovered that males reported more pride and enjoyment, and females more anxiety and shame.…”

Section: Aeq and Gender Differences When L2 Learningmentioning

confidence: 98%

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Achievement Emotions and Gender Differences Associated with Second Language Testing

Reilly¹,

Rosas²

2021

INT J INSTRUCTION

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The results of second language (L2) tests influence important life events such as university graduation, access to scholarships, and employment opportunities. Curiously, few studies have examined L2 exam-related emotions beyond anxiety. Emotions are important because they influence mediators such as motivation, the use of executive functions, and higher-level learning strategies, which in turn, influence test performance. This study identified the positive and negative achievement emotions experienced by 277 L2 university learners in Mexico. Findings based on independent t-tests revealed that, contrary to previous research suggesting that test anxiety dominates the testing experience, learners experience positive emotions (e.g., hope) more frequently than negative ones (e.g., shame). Furthermore, upon comparing the global averages of four positive emotions and four negative emotions, a robust difference was found (d > .80) favouring the positive emotions. Comparisons between genders showed that exam-related emotions favour males. It was concluded that L2 researchers ought to broaden the research agenda regarding exam-related emotions beyond test anxiety. Further, educators ought to implement teaching strategies that promote a positive emotional experience surrounding L2 testing, thereby improving test performance.

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Section: Discussioncontrasting

confidence: 79%

Section: Aeq and Gender Differences When L2 Learningmentioning

confidence: 98%

Achievement Emotions and Gender Differences Associated with Second Language Testing

Reilly¹,

Rosas²

2021

INT J INSTRUCTION

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“…On the one hand, this finding provides empirical evidence for the resource limitation theory [43] in thatan individual's cognitive resources are limited, and high-arousal boredom would occupy part of cognitive resources, thereby reducing his or her application of cognitive strategies (e.g., elaboration strategies) in the learning context. On the other hand, this finding is consistent with some previous studies [4] and inconsistent with others [44]. Previous studies have found a negative correlation between academic boredom and learning strategies [4,44].…”

Section: Discussionsupporting

confidence: 89%

“…Agreat number of studies have been designed to explore the antecedents and consequences of achievement emotions [2,3], which had beneficial implications for both educational intervention and teaching behavior strategies. Moreover, existing studies have verified the significant correlation between achievement emotion and learning strategies [4] and the correlation between learning strategies and academic proficiency [5]. However, the possible mediating effect of learning strategies between achievement emotions and academic proficiency was seldom studied from a quantitative approach, especially in the domain of EFL education.…”

Section: Introductionmentioning

confidence: 99%

Academic boredom and foreign language proficiency: Elaboration strategies as the mediator

Wu¹,

Kang²

2023

Int. J. Sci. Res. Arch.

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The objective of the present study was to explore the direct and indirect effects of academic boredom on foreign language (FL) proficiency in teaching English as a foreign language (EFL). As a prominent negative emotion, the detrimental effect of FL boredom on FL proficiency has been verified. However, the mediating mechanism between FL boredom and FL proficiency, especially the mediating effect of cognitive strategies, needs to be further explored. We recruited 505 Chinese EFL learners (236 female, 46.73%) from one secondary school using convenience sampling to verify the mediating role of elaboration strategies between FL boredom and FL proficiency. Structural equation modelling (SEM) and mediation analysis yielded two major findings. First, FL boredom was negatively correlated with FL proficiency. Second, after controlling for gender and age, FL boredom, mediated through elaboration strategies, influenced FL proficiency. Third, elaboration strategies partially mediated the relationship between FL boredom and proficiency. Implications and limitations are discussed.

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“…Highly successful students have stronger internal learning motivations, and they use more effective language learning strategies and experience more positive feelings. Still, the students with low success have stronger external learning motivation, use more effective language learning strategies, and get more negative feelings (Tan, 2016). MacIntyre and Vincze (2017) examined the effect of positive and negative emotions on learning a second language in their study.…”

mentioning

confidence: 99%

An Ex-Post Facto Study on the Affective Domain of the 5th Grade English Language Teaching Curriculum

Güngör¹,

Geçikli²

2021

Kuramsal Eğitimbilim

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The primary purpose of this study was to analyze the affective domain of the fifth-grade intensive English curriculum. The study sample was 366 fifthgrade students from seven schools selected through convenience sampling from 1803 students in 47 secondary schools in Iğdır. We used "The Scale of Affective Objectives of Teaching English to Young Learners" developed by Şad (2011) to assess 5 th grade English language teaching curriculum in terms of the affective domain by comparing pilot schools and regular schools. Besides, "Foreign Language Teaching Activities Scale" by Şad (2011) was the other data collection tool used to explore what sorts of teaching activities, teacher or learner-centered, are used in schools to provide a deeper understanding of the affective domain of the curriculum. The study results showed no significant difference between the students regarding four dimensions of affective domain in terms of certain variables. Students in both pilot and regular schools had a high level of positive attitude towards English language learning. Teacher-centered activities as teaching activities were commonly used in schools. To conclude, the number of class hours did not seem to be a principal factor in changing affective components of attitudes towards English language learning.

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Relationships Between Achievement Emotions, Motivation and Language Learning Strategies of High, Mid and Low English Language Achievers

Cited by 7 publications

References 9 publications

Achievement Emotions and Gender Differences Associated with Second Language Testing

Achievement Emotions and Gender Differences Associated with Second Language Testing

Academic boredom and foreign language proficiency: Elaboration strategies as the mediator

An Ex-Post Facto Study on the Affective Domain of the 5th Grade English Language Teaching Curriculum

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