English Language Classroom Anxiety and Enjoyment in Chinese Young Learners

The present large-scale mixed-method study examined English language classroom anxiety and enjoyment in Chinese young students in relation to gender and grade level. Quantitative and qualitative data were collected from 709 primary and secondary school students from a province in south China. Major...

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Autores principales:	Meihua Liu, Min Hong
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
Acceso en línea:	https://doaj.org/article/b585fd59711446728331d9a7faa5b6ff
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spelling	oai:doaj.org-article:b585fd59711446728331d9a7faa5b6ff2021-11-08T12:03:19ZEnglish Language Classroom Anxiety and Enjoyment in Chinese Young Learners2158-244010.1177/21582440211047550https://doaj.org/article/b585fd59711446728331d9a7faa5b6ff2021-10-01T00:00:00Zhttps://doi.org/10.1177/21582440211047550https://doaj.org/toc/2158-2440The present large-scale mixed-method study examined English language classroom anxiety and enjoyment in Chinese young students in relation to gender and grade level. Quantitative and qualitative data were collected from 709 primary and secondary school students from a province in south China. Major findings were: (1) Around one third of the participants felt anxious when speaking English while more than half felt joyful in the English class. The same pattern applied for male and female students and those in grades 4 to 8; (2) significant gender difference in anxiety occurred in grade 4 and that in enjoyment occurred in grade 8; (3) the students tended to be more anxious and less joyful in the English class as their grade levels increased, with grade 7 being a dividing year of the (inverted) u -curve; (4) anxiety and enjoyment were significantly correlated with each other for students in grades 4 to 8; (5) both learner- and teacher-related variables were identified as causes for anxiety and enjoyment; and (6) the students reacted differently when feeling anxious or joyful in class: When feeling/becoming anxious, they often suffered a lot (e.g., becoming dumbfounded, sweating, trembling, and not knowing what to do or say, etc.); when feeling joyful, they often became more attentive and active in class and studied English harder. It is hence clear that English language classroom anxiety and enjoyment are two independent dimensions of emotion and that fostering positive emotions facilitates SL/FL learning.Meihua LiuMin HongSAGE PublishingarticleHistory of scholarship and learning. The humanitiesAZ20-999Social SciencesHENSAGE Open, Vol 11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
spellingShingle	History of scholarship and learning. The humanities AZ20-999 Social Sciences H Meihua Liu Min Hong English Language Classroom Anxiety and Enjoyment in Chinese Young Learners
description	The present large-scale mixed-method study examined English language classroom anxiety and enjoyment in Chinese young students in relation to gender and grade level. Quantitative and qualitative data were collected from 709 primary and secondary school students from a province in south China. Major findings were: (1) Around one third of the participants felt anxious when speaking English while more than half felt joyful in the English class. The same pattern applied for male and female students and those in grades 4 to 8; (2) significant gender difference in anxiety occurred in grade 4 and that in enjoyment occurred in grade 8; (3) the students tended to be more anxious and less joyful in the English class as their grade levels increased, with grade 7 being a dividing year of the (inverted) u -curve; (4) anxiety and enjoyment were significantly correlated with each other for students in grades 4 to 8; (5) both learner- and teacher-related variables were identified as causes for anxiety and enjoyment; and (6) the students reacted differently when feeling anxious or joyful in class: When feeling/becoming anxious, they often suffered a lot (e.g., becoming dumbfounded, sweating, trembling, and not knowing what to do or say, etc.); when feeling joyful, they often became more attentive and active in class and studied English harder. It is hence clear that English language classroom anxiety and enjoyment are two independent dimensions of emotion and that fostering positive emotions facilitates SL/FL learning.
format	article
author	Meihua Liu Min Hong
author_facet	Meihua Liu Min Hong
author_sort	Meihua Liu
title	English Language Classroom Anxiety and Enjoyment in Chinese Young Learners
title_short	English Language Classroom Anxiety and Enjoyment in Chinese Young Learners
title_full	English Language Classroom Anxiety and Enjoyment in Chinese Young Learners
title_fullStr	English Language Classroom Anxiety and Enjoyment in Chinese Young Learners
title_full_unstemmed	English Language Classroom Anxiety and Enjoyment in Chinese Young Learners
title_sort	english language classroom anxiety and enjoyment in chinese young learners
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/b585fd59711446728331d9a7faa5b6ff
work_keys_str_mv	AT meihualiu englishlanguageclassroomanxietyandenjoymentinchineseyounglearners AT minhong englishlanguageclassroomanxietyandenjoymentinchineseyounglearners
_version_	1718442273186775040

English Language Classroom Anxiety and Enjoyment in Chinese Young Learners

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