Factors influencing Chinese undergraduate students' emotions in an online EFL learning context during the COVID pandemic

Kaiqi Shao; Gulsah Kutuk; Laura J. Nicholson; Luke K. Fryer

doi:10.1111/jcal.12791

Factors influencing Chinese undergraduate students' emotions in an online EFL learning context during the COVID pandemic

Kaiqi Shao, Gulsah Kutuk, Laura J. Nicholson, Luke K. Fryer

Research output: Contribution to journal › Article › peer-review

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Abstract

Background: Considerable evidence suggests that students’ achievement emotions are important contributors to their learning and success online. It is, therefore, essential to understand and support students’ emotional experiences to enhance online education, especially under the COVID-19 context. However, to date, very few studies have investigated how students’ achievement emotions might be affected by teaching and learning factors in online learning environments.

Objectives: Based on Pekrun’s (2006) control-value theory of achievement emotions, this study examined the influence of students’ perceived online teaching quality and appraisals of control and value on their achievement emotions in an online second language (L2) learning context instigated by the COVID-19.

Methods: Data were collected using an online survey of 1,503 undergraduates from ten universities across different regions of China. Confirmatory factor analyses (CFA) were performed to test the validity of the instruments and structural equation modelling were conducted to examine the relations between L2 teaching and learning variables.

Results and conclusions: Results revealed that perceived teacher ICT competence had positive effects on enjoyment, but negative effects on anxiety and boredom, and these effects were fully mediated by perceived control and/or value. Perceived chaotic teaching structure (CTS) had reverse effects for the three emotions. Perceived CTS effects on enjoyment and ONLINE LEARNING EMOTIONS DURING COVID 2 anxiety were fully and partially mediated by perceived control, respectively.

Takeaways: Online teaching quality is critical for students’ appraisals and emotions toward L2 learning. Teachers should strive to improve online teaching quality and design interventions targeting students’ perceived control and value to temper their affective experiences associated with the crisis-prompted online teaching practices.

Original language	English
Number of pages	14
Journal	Journal of Computer Assisted Learning
Early online date	10 Feb 2023
DOIs	https://doi.org/10.1111/jcal.12791
Publication status	Early online - 10 Feb 2023

Keywords

online teaching
ICT competence
appraisals
emotions
foreign language learning
COVID

Access to Document

10.1111/jcal.12791

Computer Assisted Learning - 2023 - Shao - Factors influencing Chinese undergraduate students emotions in an online EFLFinal published version, 1.16 MBLicence: CC BY-NC-ND

Cite this

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title = "Factors influencing Chinese undergraduate students' emotions in an online EFL learning context during the COVID pandemic",

abstract = "Background: Considerable evidence suggests that students{\textquoteright} achievement emotions are important contributors to their learning and success online. It is, therefore, essential to understand and support students{\textquoteright} emotional experiences to enhance online education, especially under the COVID-19 context. However, to date, very few studies have investigated how students{\textquoteright} achievement emotions might be affected by teaching and learning factors in online learning environments.Objectives: Based on Pekrun{\textquoteright}s (2006) control-value theory of achievement emotions, this study examined the influence of students{\textquoteright} perceived online teaching quality and appraisals of control and value on their achievement emotions in an online second language (L2) learning context instigated by the COVID-19.Methods: Data were collected using an online survey of 1,503 undergraduates from ten universities across different regions of China. Confirmatory factor analyses (CFA) were performed to test the validity of the instruments and structural equation modelling were conducted to examine the relations between L2 teaching and learning variables.Results and conclusions: Results revealed that perceived teacher ICT competence had positive effects on enjoyment, but negative effects on anxiety and boredom, and these effects were fully mediated by perceived control and/or value. Perceived chaotic teaching structure (CTS) had reverse effects for the three emotions. Perceived CTS effects on enjoyment and ONLINE LEARNING EMOTIONS DURING COVID 2 anxiety were fully and partially mediated by perceived control, respectively.Takeaways: Online teaching quality is critical for students{\textquoteright} appraisals and emotions toward L2 learning. Teachers should strive to improve online teaching quality and design interventions targeting students{\textquoteright} perceived control and value to temper their affective experiences associated with the crisis-prompted online teaching practices.",

keywords = "online teaching, ICT competence, appraisals, emotions, foreign language learning, COVID",

author = "Kaiqi Shao and Gulsah Kutuk and Nicholson, {Laura J.} and Fryer, {Luke K.}",

note = "24 month embargo - Wiley {"}This is the peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley{\textquoteright}s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.{"}",

year = "2023",

month = feb,

day = "10",

doi = "10.1111/jcal.12791",

language = "English",

journal = "Journal of Computer Assisted Learning",

issn = "0266-4909",

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T1 - Factors influencing Chinese undergraduate students' emotions in an online EFL learning context during the COVID pandemic

AU - Shao, Kaiqi

AU - Kutuk, Gulsah

AU - Nicholson, Laura J.

AU - Fryer, Luke K.

N1 - 24 month embargo - Wiley "This is the peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited."

PY - 2023/2/10

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N2 - Background: Considerable evidence suggests that students’ achievement emotions are important contributors to their learning and success online. It is, therefore, essential to understand and support students’ emotional experiences to enhance online education, especially under the COVID-19 context. However, to date, very few studies have investigated how students’ achievement emotions might be affected by teaching and learning factors in online learning environments.Objectives: Based on Pekrun’s (2006) control-value theory of achievement emotions, this study examined the influence of students’ perceived online teaching quality and appraisals of control and value on their achievement emotions in an online second language (L2) learning context instigated by the COVID-19.Methods: Data were collected using an online survey of 1,503 undergraduates from ten universities across different regions of China. Confirmatory factor analyses (CFA) were performed to test the validity of the instruments and structural equation modelling were conducted to examine the relations between L2 teaching and learning variables.Results and conclusions: Results revealed that perceived teacher ICT competence had positive effects on enjoyment, but negative effects on anxiety and boredom, and these effects were fully mediated by perceived control and/or value. Perceived chaotic teaching structure (CTS) had reverse effects for the three emotions. Perceived CTS effects on enjoyment and ONLINE LEARNING EMOTIONS DURING COVID 2 anxiety were fully and partially mediated by perceived control, respectively.Takeaways: Online teaching quality is critical for students’ appraisals and emotions toward L2 learning. Teachers should strive to improve online teaching quality and design interventions targeting students’ perceived control and value to temper their affective experiences associated with the crisis-prompted online teaching practices.

AB - Background: Considerable evidence suggests that students’ achievement emotions are important contributors to their learning and success online. It is, therefore, essential to understand and support students’ emotional experiences to enhance online education, especially under the COVID-19 context. However, to date, very few studies have investigated how students’ achievement emotions might be affected by teaching and learning factors in online learning environments.Objectives: Based on Pekrun’s (2006) control-value theory of achievement emotions, this study examined the influence of students’ perceived online teaching quality and appraisals of control and value on their achievement emotions in an online second language (L2) learning context instigated by the COVID-19.Methods: Data were collected using an online survey of 1,503 undergraduates from ten universities across different regions of China. Confirmatory factor analyses (CFA) were performed to test the validity of the instruments and structural equation modelling were conducted to examine the relations between L2 teaching and learning variables.Results and conclusions: Results revealed that perceived teacher ICT competence had positive effects on enjoyment, but negative effects on anxiety and boredom, and these effects were fully mediated by perceived control and/or value. Perceived chaotic teaching structure (CTS) had reverse effects for the three emotions. Perceived CTS effects on enjoyment and ONLINE LEARNING EMOTIONS DURING COVID 2 anxiety were fully and partially mediated by perceived control, respectively.Takeaways: Online teaching quality is critical for students’ appraisals and emotions toward L2 learning. Teachers should strive to improve online teaching quality and design interventions targeting students’ perceived control and value to temper their affective experiences associated with the crisis-prompted online teaching practices.

KW - online teaching

KW - ICT competence

KW - appraisals

KW - emotions

KW - foreign language learning

KW - COVID

U2 - 10.1111/jcal.12791

DO - 10.1111/jcal.12791

M3 - Article

SN - 0266-4909

JO - Journal of Computer Assisted Learning

JF - Journal of Computer Assisted Learning

ER -