A Positive Psychology Perspective on Chinese EFL Students' Trait Emotional Intelligence, Foreign Language Enjoyment and EFL Learning Achievement

Autor/in	Li, Chengchen
Titel	A Positive Psychology Perspective on Chinese EFL Students' Trait Emotional Intelligence, Foreign Language Enjoyment and EFL Learning Achievement
Quelle	In: Journal of Multilingual and Multicultural Development, 41 (2020) 3, S.246-263 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1614187
Schlagwörter	English (Second Language); Positive Attitudes; Personality Traits; Emotional Intelligence; Second Language Learning; Academic Achievement; Anxiety; High School Students; Self Evaluation (Individuals); Foreign Countries; Correlation; Psychological Patterns; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Emotionale Intelligenz; Zweitsprachenerwerb; Schulleistung; Angst; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Korrelation
Abstract	The influence of (trait) emotional intelligence (TEI) on academic achievement has been documented in literature, while its influence in the specific domain of L2 learning remains underexplored. The link between EI and negative emotions especially anxiety has been studied in different contexts including applied linguistics. However, it remains unknown how EI is related to positive emotions in L2 learning. Underpinned by theories and assumptions of Positive Psychology, the present study examined the complex relationships between 1307 Chinese high school students' TEI, Foreign Language Enjoyment (FLE), and English-as-a-foreign-language (EFL) learning achievement. The following findings were obtained: (1) Most Chinese high school EFL students reported moderate to high levels of TEI, while low to moderate levels of FLE; (2) Small to medium correlations were found among students' TEI, FLE, self-perceived English achievement and actual English achievement; (3) TEI was partially mediated by FLE to influence perceived achievement and actual achievement indirectly. The results were discussed in accordance with previous relevant findings as well as their theoretical and practical implications for L2 teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01