Emotion profiles of Chinese secondary EFL learners: link with subjective well-being, English achievement, and demographics
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Lihong Ma
Lihong Ma is a Professor in School of Foreign Languages, Beijing Institute of Technology, China. Her research interests include teacher education, motivation, emotion, and critical thinking in language learning. Her recent work with has appeared in
Language Teaching Research, Applied Linguistics Review, Learning and Instruction, Learning and Individual Difference, and British Journal of Educational Psychology, among others .
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Kit-Tai Hau
Kit-Tai Hau is a famous professor in Department of Educational Psychology, The Chinese University of Hong Kong. His research interests include education, motivation, and quantitative methods. Much of his works have been published in top journal such as
Learning and Instruction, Structural equation modeling, American Psychologist , among others.Lixueqing Liu is a master in School of Foreign Studies, University of Science and Technology Beijing, China. Her research interests include second language aquisition and teacher education.
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Jian Liu
Jian Liu is Professor in China Education Innovation Institute, Beijing Normal University, China. His research interest includes teacher education and education innovation. His work has appeared in
Applied Linguistics Review, Language Teaching Research, Journal of Multilingual and Multicultural Research, Educational Psychology, among others.
Abstract
This study employed latent profile analysis (LPA) to identify emotion profiles among foreign language (FL) learners and explored their relationship with FL achievement and subjective well-being, drawing on control-value theory. The participants included 4,109 Chinese secondary students who completed an English achievement test and online questionnaires focusing on subjective well-being and FL enjoyment, anxiety, and burnout. The LPA results indicated a four-profile model, categorized as “low enjoyment, anxiety, and burnout”, “low enjoyment with moderate anxiety and burnout”, “moderate enjoyment with low anxiety and burnout”, and “high enjoyment, anxiety, and burnout”. Four profiles showed significant differences in subjective well-being and English achievement. Notably, the group characterized by “moderate enjoyment with low anxiety and burnout” demonstrated the highest levels of subjective well-being and English achievement. In contrast, the group with “low enjoyment, anxiety, and burnout” exhibited the lowest outcomes in these areas. Additionally, the group characterized by “low enjoyment with moderate anxiety and burnout” outperformed the “high enjoyment, anxiety, and burnout” group in English achievement, despite experiencing lower subjective well-being. Significant differences in FL emotion profiles were also observed across gender, socioeconomic status, and boarding status. These findings provide valuable insights into FL instruction.
Funding source: National Research for Educational Examination in China
Award Identifier / Grant number: GJK2021011
About the authors
Lihong Ma is a Professor in School of Foreign Languages, Beijing Institute of Technology, China. Her research interests include teacher education, motivation, emotion, and critical thinking in language learning. Her recent work with has appeared in Language Teaching Research, Applied Linguistics Review, Learning and Instruction, Learning and Individual Difference, and British Journal of Educational Psychology, among others.
Kit-Tai Hau is a famous professor in Department of Educational Psychology, The Chinese University of Hong Kong. His research interests include education, motivation, and quantitative methods. Much of his works have been published in top journal such as Learning and Instruction, Structural equation modeling, American Psychologist, among others.
Lixueqing Liu is a master in School of Foreign Studies, University of Science and Technology Beijing, China. Her research interests include second language aquisition and teacher education.
Jian Liu is Professor in China Education Innovation Institute, Beijing Normal University, China. His research interest includes teacher education and education innovation. His work has appeared in Applied Linguistics Review, Language Teaching Research, Journal of Multilingual and Multicultural Research, Educational Psychology, among others.
Acknowledgments
We sincerely thank the reviewers and editors for their insightful and constructive feedback.
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Research ethics: The local Institutional Review Board deemed the study exempt from review.
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Informed consent: Informed consent was obtained from all individuals included in this study, or their legal guardians or wards.
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Author contributions: Lihong Ma conceived and designed the study, analyzed the data, and drafted and revised the manuscript. Kit-Tai Hau reviewed and polished the manuscript, Lixueqing Liu contributed to some sections of literature review, and Jian Liu performed the data collection. All authors read and approved the final manuscript.
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Use of Large Language Models, AI and Machine Learning Tools: None declared.
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Conflict of interest: The author states no conflict of interest.
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Research funding: 1. National Research for Educational Examination in China (Grant No. GJK2021011). 2. Beijing Institute of Technology Young Faculty Academic Start-up Program.
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Data availability: The data supporting the findings of this study are available upon reasonable request from the corresponding author.
Appendix A: SES questionnaire
What is the highest level of schooling completed by your parents?
Father Mother Yes No Yes No Below junior high school High school College Above college What do your parents do?
What does your father do? What does your mother do? Yes No Yes No Farmers Workers Self-employed workers Service personnel Ordinary government workers or soldiers Educational, medical, scientific and technical personnel Enterprise managers Government civil servants or senior administrative personnel No job Which of the following are in your home?
Yes No A desk to study at A bedroom of your own A quiet place to study A car A room with a bathtub A computer for school work How many books are there in your home?
Yes No 0–10 books 1–25 books 26–100 books 101–200 books More than 200 books
Appendix B: Foreign language emotions
| FL emotions | Items |
|---|---|
| FL enjoyment (FLE-private subscale) | 1. I don’t get bored in English learning. 2. I enjoy learning English. 3. I’ve learnt many interesting things in English learning. 4. In class, I feel proud of my English accomplishments. 5. Learning English is very interesting. |
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| FL anxiety scale | 1. Even if I am well prepared for English class, I feel anxious about it. 2. I can feel my heart pounding when I’m going to be called on in English class. 3. I get nervous and confused when I am speaking in my English class. 4. It embarrasses me to volunteer answers in my English class. 5. I don’t worry about making mistakes in English class. |
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| FL burnout (exhaustion subscale) | 1. I feel emotionally drained by my English studies. 2. I feel tired when I get up in the morning and I have to face English study another day at school. 3. Studying or attending an English class is really a strain for me. 4. I feel burned out from my English studies. |
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