Exploring the impact of online teaching factors on international students’ control-value appraisals and achievement emotions in a foreign language context

Kaiqi Shao, Gulsah Kutuk*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

202 Downloads (Pure)

Abstract

Drawing upon Pekrun’s (2006) control–value theory of achievement emotions, the present study explores the relations between online teaching factors (i.e., teachers’ information and communications technology (ICT) competence and provision of structure) and students’ control–value appraisals and achievement emotions (i.e., enjoyment, boredom, and anxiety) in an online foreign language learning context. Data were collected through semi-structured interviews with 12 international students and 6 teachers who were involved in a Chinese foreign language course delivered online during the coronavirus pandemic. Results from the thematic analysis showed that both students’ and teachers’ positive evaluations of teachers’ ICT competence and provision of structure were associated with students’ increased control beliefs and intrinsic value, but not necessarily with utility value. According to the participants, the two increased appraisals related to students’ greater enjoyment and reduced feelings of boredom and anxiety during the online language learning process. Findings are discussed in light of the role of online teaching factors in shaping students’ appraisals and emotional experiences in online environments, particularly during the coronavirus pandemic.
Original languageEnglish
Number of pages13
JournalThe Asia-Pacific Education Researcher
Early online date3 May 2024
DOIs
Publication statusEarly online - 3 May 2024

Keywords

  • Teaching quality
  • Appraisals
  • Achievement emotions
  • Control–value theory
  • Foreign language learning
  • Online language learning

Fingerprint

Dive into the research topics of 'Exploring the impact of online teaching factors on international students’ control-value appraisals and achievement emotions in a foreign language context'. Together they form a unique fingerprint.

Cite this