Investigating  the relationship between EFL learners’ engagement and their achievement emotions

Farzaneh Shakki

doi:10.30827/portalin.vi40.27338

Autores/as

Farzaneh Shakki Golestan University, Iran https://orcid.org/0000-0002-2253-0876

DOI:

https://doi.org/10.30827/portalin.vi40.27338

Palabras clave:

Emociones de logro, factores afectivos, compromiso, aprendiz de inglés como lengua extranjera, Psicología positive

Resumen

El estudio de las emociones y su contribución al aprendizaje de la L2 comenzó hace cuatro décadas; y aunque ha habido avances, parece necesario seguir investigando sobre el papel de aquéllas en el contexto educativo. Este estudio arroja luz sobre la relación entre el compromiso de los estudiantes iraníes de lenguas y sus emociones de logro. Participan 403 aprendices de inglés lengua extranjera (ILE) iraníes a los que se examinan sus emociones de logro y su nivel de compromiso a través de unos cuestionarios ad hoc. Los datos se analizaron según un modelo de ecuaciones estructurales mediante mínimos cuadrados parciales (SEM) y a través del Smart PLS y del MPLS se observó que hay una asociación considerable entre el compromiso de los estudiantes y sus emociones de logro. Los resultados también indicaron que las emociones de logro de los aprendices de ILE podrían, de manera significativa, predecir su compromiso en este contexto. Además, considerando varias dimensiones, se encontró que el disfrute tiene un efecto positivo y significativo sobre el compromiso de los estudiantes; sin embargo, emociones como la ira, la ansiedad o la desesperanza no resultan significativas. En resumen, el artículo ofrece implicaciones para docentes y alumnado de lenguas.

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