Communications in Humanities Research ISSN: 2753-7072
Home> Volumes> Volume CHR Vol.44> Article
Research Article

The Impact of Emotional Factors on L2 Learners’ Enjoyment and Anxiety in Foreign Languages

Qing SuZhejiang A&F University*

* Corresponding author: [email protected]

Abstract

In light of the expansion of globalization and the intensification of cross-cultural communication, there is an increasing necessity to learn a second language (L2). However, many L2 learners face emotional challenges throughout the learning process, which affect their learning experience and outcomes. This paper explores the emotional experiences of Chinese learners of English as a L2 and their impact on learning outcomes. Theoretical frameworks from positive psychology and educational psychology are then employed to investigate the roles of foreign language enjoyment and foreign language anxiety, as well as the moderating effects of classroom environment and social support. The results show that foreign language enjoyment has a positive effect on learning outcomes, whereas foreign language anxiety has a detrimental effect. In the case of semantic-prefix incongruence, high-level learners exhibited stronger interference effects, which indicates the complexity of affective information processing. Therefore, the paper not only deepens the comprehension of emotional factors in foreign language learning, but also provides valuable insights into foreign language teaching practices, which indicates that teachers should prioritize students’ affective experiences, optimize classroom environments, and offer positive social support to promote their affective engagement and learning outcomes. Future research should further explore the differences in students’ affective experiences in different cultural contexts to achieve more comprehensive and personalized foreign language teaching goals.

Keywords: Emotional Factors; Second Language Acquisition; Foreign Language Enjoyment and Anxiety; Positive Psychology; Educational Psychology
Published: September 27, 2024
DOI: 10.54254/2753-7064/44/20240082
Volume: CHR Vol.44
pp. 29-35
Download PDF

References

  1. Li.C., et al. (2024) Emotions in Second Language Learning: Retrospect and Prospect. Modern Foreign Language, 47(01): 63-75.
  2. Yu, H., et al. (2024) A Longitudinal Study on the Development of Foreign Language Enjoyment and Engagement. Modern Foreign Language, 47(01): 101-113.
  3. Hermas, A. (2010) Language Acquisition as Computational Resetting: Verb Movement in L3 Initial State. Int. J. Multiling., 2010, 7(4): 343–362.
  4. Horwitz, E.K., et al. (1986) Foreign language classroom anxiety. The Modern Language Journal, 70(2):125-132.
  5. Dewaele, J.M., et al. (2014) The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2): 237-274.
  6. Li, C. (2018) A Positive Psychology Perspective on Chinese Students’ Emotional Intelligence, Classroom Emotions, and EFL Learning Achievement. Xiamen University,China.
  7. Li,C., et al. (2023) Foreign language learning boredom: Conceptualization and measurement. Applied Linguistics Review, 14(2): 223-249.
  8. Clément, R., et al. (1994) Motivation, Self-confidence, and Group Cohesion in the Foreign Language Classroom. Language Learning, 44(3):417-448.
  9. Peng, J., et al. (2010) Willingness to communicate in English: A model in Chinese EFL classroom context. Language Lea rning, 60(4): 834-876.
  10. Reyes, M.R., et al. (2012) Classroom emotional climate,student engagement,and academic achievement. Journal of Educational Psychology, 104(3): 700-712.
  11. Wei, H., et al. (2019) Understanding the Relationship Between Grit and Foreign Language Performance Among Middle School Students: The Roles of Foreign Language Enjoyment and Classroom Environment. Front. Psychol., 10: 1-8.
  12. Wang, X., et al. (2022) The Predictive Effects of Foreign Language Enjoyment, Anxiety, and Boredom on Learning Outcomes in Online English Classrooms. Front. Psychol., 13: 1050226.
  13. Teimouri, Y., et al. (2019) Second language anxiety and achievement: A metaanalysis. Studies in Second Language Acquisition, 41: 363-387.
  14. Macklem, G. (2015) Boredom in the Classroom:Addressing Student Motivation, Self-Regulation, and Engagement in Learning. Manchester: Springer.
  15. Fredrickson, B. (2001) The role of positive emotions in positive psychology: The broaden-andbuild theory of positive emotion. American Psychologist, 56(3): 218-226.
  16. Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.
  17. Pekrun,R.2006.The control-value theory of achievement emotions:Assumptions,corollaries,and implications for educational research and practice.Educational Psychology Review, 18(4): 315-341.
  18. Lin, Y., et al. (2020) Prosody dominates over semantics in emotion word processing:Evidence from cross-channel and cross-modal Stroop effects. Journal of Speech, Language, and Hearing Research, 63(3): 896-912.
  19. Luan, L., et al. (2023) Exploring the Role of Online EFL Learners’ Perceived Social Support in Their Learning Engagement:A Structural Equation Model. Interactive Learning Environments, 31(3): 1703-1714.
  20. Zhao, C., et al. (2024) Incrementality in English as second language oral sentence production. Foreign Language Teaching and Research, 56(03): 405-416+480.