The predictive effects of Trait Emotional Intelligence and online learning achievement perceptions on Foreign Language Class boredom among Chinese university students

Li, Chengchen and Dewaele, Jean-Marc (2020) The predictive effects of Trait Emotional Intelligence and online learning achievement perceptions on Foreign Language Class boredom among Chinese university students. Foreign Languages ​​and Foreign Language Teaching 5 , pp. 33-44. ISSN 1004-6038.

Abstract

Based on the control-value theory of Pekrun (2006), this research explores the traits of emotional intelligence and online learning gains and the predictive effect of boring language classes. 348 Chinese college students participated in the online questionnaire survey, using SPSS19. The results show that the students’ level of emotional intelligence is moderate. Participants rated online learning gains as moderate. Generally, the level of boredom is low to moderate in online classes, but significantly higher than the face-to-face level. Emotional intelligence and the sense of gains from online lessons together negatively predict boredom, and the latter’s effect size is much higher (medium to high level) than the former (small to medium level). The research results confirm the control-value theory in online foreign language teaching. The applicability in the context also provides some inspiration for how to optimize online foreign language teaching and improve learners' emotional health.

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