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A latent profile analysis of L2 writing emotions and their relations to writing buoyancy, motivation and proficiency

  • Yabing Wang

    Yabing Wang is currently a part-time researcher at the Center for Linguistics and Applied Linguistics and a full-time lecturer at the School of English Education, Guangdong University of Foreign Studies. She got her PhD in Educational Psychology (Chinese University of Hong Kong, Hong Kong, China). Her research interests include individual differences (especially emotion and emotion regulation) in foreign language learning and writing. Her articles have appeared in System, Language Teaching Research, Assessing Writing, Reading and Writing, Clinical Psychology Review, Journal of Counseling Psychology, Current Psychology, Asian Journal of Psychiatry, and Psychiatric Quarterly.

     ORCID logo     and Jian Xu

    Dr. Jian Xu is a Professor at Sichuan International Studies University. He obtained his PhD degree from The Chinese University of Hong Kong. His research interests include second language writing and listening comprehension. His work has appeared in several journals, such as Journal of Second Language Writing, System, Assessing Writing, RELC Journal, Applied Linguistics Review, Journal of Multilingual and Multicultural Development, Higher Education Research & Development, Educational Studies.

     ORCID logo EMAIL logo
Published/Copyright: May 31, 2023
Applied Linguistics Review
From the journal Applied Linguistics Review Volume 15 Issue 5

Abstract

Second/foreign language (L2) writing emotions play an important role in language writing outcomes. However, extant literature was dominated by L2 anxiety with other types of emotions being neglected. Further, little is known about whether English-as-a-foreign-language (EFL) writers demonstrate heterogenous patterns of emotional experiences in English writing. The aim of the study was to identify intra-individual differences in EFL writing emotion patterns and how these patterns differed from each other in terms of writing buoyancy, motivation, and proficiency. Through convenience sampling, three hundred and sixty-three EFL undergraduates in China were recruited and they completed a battery of questionnaires. Latent profile analysis (LPA) revealed a three-profile solution. They were labelled as the “positive type” (PT), “negative type” (NT) and “moderate type” (MT). Three groups reported significantly different levels of writing buoyancy and motivation with the highest scores of them being found among the PT group, followed by MT, and lastly NT. The writing proficiency was higher for the PT group than for the NT group, but the PT group did not differ from the NT or MT group. The dominance of MT group suggested that most students exhibited mild attitudes toward EFL writing. The distinct patterns of EFL writing emotions and their influences on writing outcomes suggested that teachers should boost students’ emotional learning competence and adjust the teaching approach accordingly.

Keywords: buoyancy; EFL writing emotion; latent profile analysis; motivation; proficiency
Corresponding author: Jian Xu, School of Business English, Sichuan International Studies University, No. 33, Zhuangzhi Road, Lieshimu, Shapingba District, 400031, Chongqing, P.R. China, E-mail:

Funding source: Guangzhou Social Science Planning Project-2023

Award Identifier / Grant number: 2023GZQN44

Funding source: Chongqing Social Science Planning Project

Award Identifier / Grant number: 2022NDQN70

About the authors

Yabing Wang

Yabing Wang is currently a part-time researcher at the Center for Linguistics and Applied Linguistics and a full-time lecturer at the School of English Education, Guangdong University of Foreign Studies. She got her PhD in Educational Psychology (Chinese University of Hong Kong, Hong Kong, China). Her research interests include individual differences (especially emotion and emotion regulation) in foreign language learning and writing. Her articles have appeared in System, Language Teaching Research, Assessing Writing, Reading and Writing, Clinical Psychology Review, Journal of Counseling Psychology, Current Psychology, Asian Journal of Psychiatry, and Psychiatric Quarterly.

Jian Xu

Dr. Jian Xu is a Professor at Sichuan International Studies University. He obtained his PhD degree from The Chinese University of Hong Kong. His research interests include second language writing and listening comprehension. His work has appeared in several journals, such as Journal of Second Language Writing, System, Assessing Writing, RELC Journal, Applied Linguistics Review, Journal of Multilingual and Multicultural Development, Higher Education Research & Development, Educational Studies.

Acknowledgements

We appreciate very much the participation of all the undergraduates.

  1. Conflict of interest: There is no conflict of interests to declare.

  2. Accordance to human rights principles: All procedures were performed in compliance with relevant laws and institutional guidelines and that the appropriate institutional committee(s) have approved them. Informed consent was obtained for each participant.

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Received: 2022-06-24
Accepted: 2023-05-08
Published Online: 2023-05-31
Published in Print: 2024-09-25

© 2023 Walter de Gruyter GmbH, Berlin/Boston

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  8. Special Issue: Assessment and Creativity through a Translingual Lens; Guest Editors: Lavinia Hirsu, Marta Nitecka Barche and Dobrochna Futro
  9. Editorials
  10. Assessment and creativity through a translingual lens: introduction
  11. Assessment and creativity through a translingual lens: transdisciplinary insights
  12. Creative translanguaging in formative assessment: Chinese teachers’ perceptions and practices in the primary EFL classroom
  13. Creativity, criticality and translanguaging in assessment design: perspectives from Bangladeshi higher education
  14. Integrating translanguaging into assessment: students’ responses and perceptions
  15. Research Articles
  16. Investigation of factors underlying foreign language classroom anxiety in Chinese university English majors
  17. Why can’t I teach English? A case study of the racialized experiences of a female Ugandan teacher of English in an EFL context
  18. Primary-concern solicitation in Chinese medical encounters
  19. The relationships between young FL learners’ classroom emotions (anxiety, boredom, & enjoyment), engagement, and FL proficiency
  20. Visualising the language practices of lower secondary students: outlines for practice-based models of multilingualism
  21. Observing a teacher’s interactional competence in an ESOL classroom: a translanguaging perspective
  22. Foreign language teacher grit: scale development and examining the relations with emotions and burnout using relative weight analysis
  23. Vocabulary learning in a foreign language: multimedia input, sentence-writing task, and their combination
  24. The predictive effects of reading speed and positive affect on first and second language incidental vocabulary acquisition through reading an authentic novel
  25. The effects of cultural and educational background on students’ use of language learning strategies in CFL learning
  26. Transl[iter]ating Dubai’s linguistic landscape: a bilingual translation perspective between English and Arabic against a backdrop of globalisation
  27. Exploring Tibetan residents’ everyday language practices in Danba county, Southwest China: a case study
  28. The mechanism for the positive effect of foreign language peace of mind in the Chinese EFL context: a moderated mediation model based on learners’ individual resources
  29. A latent profile analysis of L2 writing emotions and their relations to writing buoyancy, motivation and proficiency
  30. “Part of me is teaching English”: probing the language-related teaching practices of an English-medium instruction (EMI) teacher
https://doi.org/10.1515/applirev-2022-0080
Keywords for this article
buoyancy; EFL writing emotion; latent profile analysis; motivation; proficiency

Articles in the same Issue

  1. Frontmatter
  2. Special Issue: The Yellow Peril or the Model Minority? Racialized identities and discourses of Asian Americans and Asian Canadians; Guest Editor: Christian Chun
  3. Research Articles
  4. Paradoxes of the Canadian mosaic: “being, feeling and doing Canadian”
  5. The Asian American teaching method? An overview of language education, social justice issues, and challenging ‘Oppressed’ versus ‘Model’ minority binary discourse
  6. Life and work between home and “homeland”: a narrative inquiry of transnational Chinese adoptees’ identity negotiations across time and space
  7. I ain’t your f*cking Model Minority! Indexical orders of ‘Asianness’, class, and heteronormative masculinity
  8. Special Issue: Assessment and Creativity through a Translingual Lens; Guest Editors: Lavinia Hirsu, Marta Nitecka Barche and Dobrochna Futro
  9. Editorials
  10. Assessment and creativity through a translingual lens: introduction
  11. Assessment and creativity through a translingual lens: transdisciplinary insights
  12. Creative translanguaging in formative assessment: Chinese teachers’ perceptions and practices in the primary EFL classroom
  13. Creativity, criticality and translanguaging in assessment design: perspectives from Bangladeshi higher education
  14. Integrating translanguaging into assessment: students’ responses and perceptions
  15. Research Articles
  16. Investigation of factors underlying foreign language classroom anxiety in Chinese university English majors
  17. Why can’t I teach English? A case study of the racialized experiences of a female Ugandan teacher of English in an EFL context
  18. Primary-concern solicitation in Chinese medical encounters
  19. The relationships between young FL learners’ classroom emotions (anxiety, boredom, & enjoyment), engagement, and FL proficiency
  20. Visualising the language practices of lower secondary students: outlines for practice-based models of multilingualism
  21. Observing a teacher’s interactional competence in an ESOL classroom: a translanguaging perspective
  22. Foreign language teacher grit: scale development and examining the relations with emotions and burnout using relative weight analysis
  23. Vocabulary learning in a foreign language: multimedia input, sentence-writing task, and their combination
  24. The predictive effects of reading speed and positive affect on first and second language incidental vocabulary acquisition through reading an authentic novel
  25. The effects of cultural and educational background on students’ use of language learning strategies in CFL learning
  26. Transl[iter]ating Dubai’s linguistic landscape: a bilingual translation perspective between English and Arabic against a backdrop of globalisation
  27. Exploring Tibetan residents’ everyday language practices in Danba county, Southwest China: a case study
  28. The mechanism for the positive effect of foreign language peace of mind in the Chinese EFL context: a moderated mediation model based on learners’ individual resources
  29. A latent profile analysis of L2 writing emotions and their relations to writing buoyancy, motivation and proficiency
  30. “Part of me is teaching English”: probing the language-related teaching practices of an English-medium instruction (EMI) teacher
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