Emotions in classroom language learning: What can we learn from achievement emotion research?

By Kaiqi Shao, Reinhard Pekrun, Laura J. Nicholson. System (Linköping), 2019

266 citations recorded by the source corpus.

Abstract Research on emotions and second language (L2) learning has proceeded for four decades, and L2 scholars have made important contributions in this overshadowed research area. However, advances in the field have failed to match the more general research on emotion and learning in psychology and education that has proven beneficial for understanding a broad range of emotions experienced in educational settings and has direct implications for classroom teaching. Specifically, the control-value theory (CVT) of achievement emotion, which addresses the origins and functions of diverse emotions in education, has gained strong momentum and emerged as a useful theoretical framework, although it is largely unknown and unused by L2 researchers. The present article aims to introduce the concept of achievement emotions into the L2 context and bridge the gaps between these two fields of emotion research. We first review research on emotions in second language acquisition (SLA) and identify crucial areas for improvement. Then, we discuss theory, measurement, and empirical studies related to the construct of achievement emotions. In conclusion, we call for an integration of research on achievement emotions with the field of emotions and instructed SLA and highlight the potential benefits of such an endeavor.

Subfields: Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ce7bfa26e41f6bd8ea6adf33da9ffe2d85d06579

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Jalil Fathi
2. Kaiqi Shao
3. Herbert W. Marsh
4. Reinhard Pekrun
5. Ali Derakhshan

In Social Psychology

1. Kristina Loderer
2. Reinhard Pekrun
3. Herbert W. Marsh
4. Ali Derakhshan
5. Kaiqi Shao
6. Vincent Greenier
7. Jalil Fathi
8. Thomas Goetz

Citations in the corpus

• Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation (2021, background): “Attention to students’ emotions is crucial if students are to develop a deep feeling for the target language as well as its culture and speakers (Shao et al., 2019).”
• Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020, background): “…designated appraisal-focused interventions into classrooms, the present research suggests that teachers should be explicitly informed about the importance of students’ perceptions of control and value for their emotional experiences and academic learning (Pekrun, 2014; Shao et al., 2019).”