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The Relationship Between Foreign Language Classroom Anxiety, Enjoyment, and Expectancy-Value Motivation and Their Predictive Effects on Chinese High School Students’ Self-Rated Foreign Language Proficiency
The present study explored the relations among foreign language (FL) classroom anxiety, enjoyment, expectancy-value motivation, and their predictive effects on Chinese high school students’ self-rated FL proficiency. Participants were 280 senior high school Chinese English as a foreign language lear...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2022
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9196878/ https://www.ncbi.nlm.nih.gov/pubmed/35712204 http://dx.doi.org/10.3389/fpsyg.2022.860603 |
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author | Dong, Lianqi Liu, Meihua Yang, Fan |
author_facet | Dong, Lianqi Liu, Meihua Yang, Fan |
author_sort | Dong, Lianqi |
collection | PubMed |
description | The present study explored the relations among foreign language (FL) classroom anxiety, enjoyment, expectancy-value motivation, and their predictive effects on Chinese high school students’ self-rated FL proficiency. Participants were 280 senior high school Chinese English as a foreign language learners who were surveyed on their foreign language classroom anxiety (FLCA), foreign language enjoyment (FLE), and expectancy-value motivation. Results showed that (1) the students generally experienced a medium to a high level of FL classroom emotions with FLE slightly higher than FLCA. They were more value-motivated than expectancy-motivated toward FL learning. Most of them perceived their FL proficiency as unsatisfying; (2) the students’ FLE was significantly positively correlated with all dimensions of expectancy-value motivation, while their FLCA and expectancy-value motivation demonstrated a complex correlation pattern. As the students’ FLCA level increased, their expectancy beliefs, intrinsic value, attainment value, and utility value decreased, but their cost value increased. By contrast, as their FLE level increased, their expectancy beliefs, intrinsic value, attainment value, utility value all increased, while their cost value first increased and then slightly decreased; and (3) expectancy beliefs, intrinsic value, private enjoyment in FL learning and anxiety arising from fear of negative evaluation jointly significantly predicted the students’ self-rated FL proficiency. Implications for future research and teaching were also discussed. |
format | Online Article Text |
id | pubmed-9196878 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-91968782022-06-15 The Relationship Between Foreign Language Classroom Anxiety, Enjoyment, and Expectancy-Value Motivation and Their Predictive Effects on Chinese High School Students’ Self-Rated Foreign Language Proficiency Dong, Lianqi Liu, Meihua Yang, Fan Front Psychol Psychology The present study explored the relations among foreign language (FL) classroom anxiety, enjoyment, expectancy-value motivation, and their predictive effects on Chinese high school students’ self-rated FL proficiency. Participants were 280 senior high school Chinese English as a foreign language learners who were surveyed on their foreign language classroom anxiety (FLCA), foreign language enjoyment (FLE), and expectancy-value motivation. Results showed that (1) the students generally experienced a medium to a high level of FL classroom emotions with FLE slightly higher than FLCA. They were more value-motivated than expectancy-motivated toward FL learning. Most of them perceived their FL proficiency as unsatisfying; (2) the students’ FLE was significantly positively correlated with all dimensions of expectancy-value motivation, while their FLCA and expectancy-value motivation demonstrated a complex correlation pattern. As the students’ FLCA level increased, their expectancy beliefs, intrinsic value, attainment value, and utility value decreased, but their cost value increased. By contrast, as their FLE level increased, their expectancy beliefs, intrinsic value, attainment value, utility value all increased, while their cost value first increased and then slightly decreased; and (3) expectancy beliefs, intrinsic value, private enjoyment in FL learning and anxiety arising from fear of negative evaluation jointly significantly predicted the students’ self-rated FL proficiency. Implications for future research and teaching were also discussed. Frontiers Media S.A. 2022-05-27 /pmc/articles/PMC9196878/ /pubmed/35712204 http://dx.doi.org/10.3389/fpsyg.2022.860603 Text en Copyright © 2022 Dong, Liu and Yang. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Dong, Lianqi Liu, Meihua Yang, Fan The Relationship Between Foreign Language Classroom Anxiety, Enjoyment, and Expectancy-Value Motivation and Their Predictive Effects on Chinese High School Students’ Self-Rated Foreign Language Proficiency |
title | The Relationship Between Foreign Language Classroom Anxiety, Enjoyment, and Expectancy-Value Motivation and Their Predictive Effects on Chinese High School Students’ Self-Rated Foreign Language Proficiency |
title_full | The Relationship Between Foreign Language Classroom Anxiety, Enjoyment, and Expectancy-Value Motivation and Their Predictive Effects on Chinese High School Students’ Self-Rated Foreign Language Proficiency |
title_fullStr | The Relationship Between Foreign Language Classroom Anxiety, Enjoyment, and Expectancy-Value Motivation and Their Predictive Effects on Chinese High School Students’ Self-Rated Foreign Language Proficiency |
title_full_unstemmed | The Relationship Between Foreign Language Classroom Anxiety, Enjoyment, and Expectancy-Value Motivation and Their Predictive Effects on Chinese High School Students’ Self-Rated Foreign Language Proficiency |
title_short | The Relationship Between Foreign Language Classroom Anxiety, Enjoyment, and Expectancy-Value Motivation and Their Predictive Effects on Chinese High School Students’ Self-Rated Foreign Language Proficiency |
title_sort | relationship between foreign language classroom anxiety, enjoyment, and expectancy-value motivation and their predictive effects on chinese high school students’ self-rated foreign language proficiency |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9196878/ https://www.ncbi.nlm.nih.gov/pubmed/35712204 http://dx.doi.org/10.3389/fpsyg.2022.860603 |
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