대표어
한국학술지인용색인(NRF)
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Drawing on Control-Value Theory, this study investigated how Korean university EFL learners’ control-value appraisals (self-efficacy, language mindset, and interest) predict their learning emotions, and how these emotions, in turn, relate to their English achievement. Sixty-two Korean EFL university students enrolled in an English communication course completed measures of self-efficacy, language mindset, interest, enjoyment, and boredom. Correlation analyses, multiple regression analyses, and ordinal logistic regression were conducted. Self-efficacy and interest significantly predicted learners’ emotional experiences; higher levels of self-efficacy and interest were associated with greater enjoyment and lower boredom. Language mindset, however, did not significantly predict either emotion. Enjoyment positively predicted course achievement, whereas boredom was not a significant predictor. These findings highlight the central role of control-value appraisals in shaping EFL learners’ emotional experiences in English learning. Additionally, it underscores the importance of cultivating positive learning emotions to enhance academic outcomes. Pedagogical implications for English instruction and emotional support in language classrooms are discussed. Overall, the study provides empirical evidence that fostering learners’ sense of control and task value can meaningfully contribute to more effective and engaging language learning experiences.
Drawing on Control-Value Theory, this study investigated how Korean university EFL learners’ control-value appraisals (self-efficacy, language mindset, and interest) predict their learning emotions, and how these emotions, in turn, relate to their English achievement. Sixty-two Korean EFL university students enrolled in an English communication course completed measures of self-efficacy, language mindset, interest, enjoyment, and boredom. Correlation analyses, multiple regression analyses, and ordinal logistic regression were conducted. Self-efficacy and interest significantly predicted learners’ emotional experiences; higher levels of self-efficacy and interest were associated with greater enjoyment and lower boredom. Language mindset, however, did not significantly predict either emotion. Enjoyment positively predicted course achievement, whereas boredom was not a significant predictor. These findings highlight the central role of control-value appraisals in shaping EFL learners’ emotional experiences in English learning. Additionally, it underscores the importance of cultivating positive learning emotions to enhance academic outcomes. Pedagogical implications for English instruction and emotional support in language classrooms are discussed. Overall, the study provides empirical evidence that fostering learners’ sense of control and task value can meaningfully contribute to more effective and engaging language learning experiences.권호기사
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