BIROn - Birkbeck Institutional Research Online

    The complex relationship between classroom emotions and EFL achievement in China

    Li, Chengchen and Dewaele, Jean-Marc and Jiang, Guijing (2020) The complex relationship between classroom emotions and EFL achievement in China. Applied Linguistics Review 11 (3), pp. 485-510. ISSN 1868-6303.

    26048.pdf - Author's Accepted Manuscript

    Download (669kB) | Preview


    The present study adopted a mixed-method approach combining principles from Complex Dynamic Systems Theory and Positive Psychology to examine the interaction between Foreign Language Classroom Anxiety (FLCA) and Foreign Language Enjoyment (FLE) of 1,307 Chinese students, the single and combined effects of FLCA and FLE on self-perceived English proficiency and actual English achievement, and finally, the effect of EA on FLE and FLCA. Statistical analyses revealed negative correlations between FLCA and FLE in three groups at different levels of English achievement. Qualitative data from 64 participants threw further light on this complex relationship. Second, FLCA was found to be significantly negatively related to self-rated proficiency at all achievement groups while FLE was positively related. Similar significant relationships were also found between two classroom emotions and actual English achievement except in the low achievement group. Finally, qualitative data allowed us to investigate the possible causes for this relationship.


    Item Type: Article
    Keyword(s) / Subject(s): Foreign Language Classroom Anxiety, Foreign Language Enjoyment, Positive Psychology, Complex Dynamic Systems Theory, SLA
    School: School of Social Sciences, History and Philosophy > Applied Linguistics and Communication (to 2020)
    Depositing User: Jean-Marc Dewaele
    Date Deposited: 29 Jan 2019 14:42
    Last Modified: 09 Jun 2021 20:33


    Activity Overview

    Additional statistics are available via IRStats2.

    Archive Staff Only (login required)

    Edit/View Item Edit/View Item