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

Farzaneh Shakki

doi:10.30827/portalin.vi40.27338

Authors

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

DOI:

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

Keywords:

Achievement emotions, Affective factors, Engagement, English as a Foreign Language learner, Positive Psychology

Abstract

The examination of emotion and its contribution to L2 learning began four decades ago; however, despite the advancements in this area, there seems to be also a need for more research on the role of emotion in learning in the milieu of education. Accordingly, the present study has been intended to shed light on the relationship between Iranian language learners’ engagement and their achievement emotions. To this end, 403 Iranian English as a Foreign Language (EFL) learners were recruited, and their achievement emotions and engagement were examined by completing the associated questionnaires. The data were analyzed by the numerical method of Partial Least Squares-Structural Equation Modeling (SEM), and through the Smart PLS and MPLS, it was revealed that there is a considerable association between learners’ engagement and achievement emotions. The results also indicated that EFL learners’ achievement emotions could significantly predict their engagement in this setting. Moreover, considering various dimensions, it was found that enjoyment has a positive and significant effect on students’ engagement. However, some dimensions of emotions such as anger, anxiety, and hopelessness were reported to be insignificant. In a nutshell, the paper provides some implications for language teachers and learners.

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