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...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-05-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.860603/full |
| _version_ | 1817990878834196480 |
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| author | Lianqi Dong Meihua Liu Fan Yang |
| author_facet | Lianqi Dong Meihua Liu Fan Yang |
| author_sort | Lianqi Dong |
| collection | DOAJ |
| 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. |
| first_indexed | 2024-04-14T01:05:50Z |
| format | Article |
| id | doaj.art-e83f1ad2fb6e406b9da7428c384151ea |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-14T01:05:50Z |
| publishDate | 2022-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-e83f1ad2fb6e406b9da7428c384151ea2022-12-22T02:21:16ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-05-011310.3389/fpsyg.2022.860603860603The Relationship Between Foreign Language Classroom Anxiety, Enjoyment, and Expectancy-Value Motivation and Their Predictive Effects on Chinese High School Students’ Self-Rated Foreign Language ProficiencyLianqi Dong0Meihua Liu1Fan Yang2Department of Foreign Languages and Literatures, Tsinghua University, Beijing, ChinaDepartment of Foreign Languages and Literatures, Tsinghua University, Beijing, ChinaAcademic Affairs Office, Tsinghua University, Beijing, ChinaThe 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.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.860603/fullforeign language classroom anxietyforeign language enjoymentexpectancy-value motivationself-rated foreign language proficiencyChinese high school students |
| spellingShingle | Lianqi Dong Meihua Liu Fan Yang 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 Frontiers in Psychology foreign language classroom anxiety foreign language enjoyment expectancy-value motivation self-rated foreign language proficiency Chinese high school students |
| 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 | foreign language classroom anxiety foreign language enjoyment expectancy-value motivation self-rated foreign language proficiency Chinese high school students |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.860603/full |
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