A structural equation modeling approach in examining EFL students’ foreign language enjoyment, trait emotional intelligence, and classroom climate

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL Learning and Motivation Pub Date : 2024-02-23 DOI:10.1016/j.lmot.2024.101981

Miaomiao Wang , Yongliang Wang

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Abstract

Given the inherent challenges and substantial effort required in education, learners' levels of enjoyment have a fundamental value in the language acquisition process, especially in the English as a foreign language (EFL) context. This research aimed to validate a model of foreign language enjoyment (FLE) incorporating both the external factors such as classroom climate and the internal factors like trait emotional intelligence (EI) among Chinese EFL students. As a result, the study employed convenient sampling, selecting 346 Chinese EFL learners who participated by responding to valid scales for the three constructs, namely FLE, trait EI, and classroom climate. Structural equation modeling (SEM) was utilized for the data analysis, enlightening that both classroom climate and trait EI exerted a significant positive impact on FLE. Notably, trait EI exhibited a stronger influence than classroom climate. These findings underscore the significance of promoting a constructive classroom climate and cultivating trait EI to enhance EFL students' enjoyment in the process of learning.

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结构方程模型法研究英语语言学生的外语学习乐趣、特质情商和课堂气氛

鉴于教育所面临的固有挑战和所需付出的巨大努力，学习者的愉悦程度在语言习得过程中具有重要价值，尤其是在英语作为外语（EFL）的语境中。本研究旨在验证一个外语学习乐趣（FLE）模型，该模型包含了课堂氛围等外部因素和中国 EFL 学生的特质情商（EI）等内部因素。因此，本研究采用了方便抽样法，选取了 346 名中国 EFL 学习者作为研究对象，他们对 FLE、特质情商（EI）和课堂氛围这三个构念的有效量表做出了回答。数据分析采用了结构方程模型（SEM），结果表明课堂氛围和特质EI对FLE有显著的正向影响。值得注意的是，特质 EI 比课堂氛围的影响更大。这些发现强调了促进建设性课堂氛围和培养特质EI对提高EFL学生在学习过程中的乐趣的重要意义。

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Learning and Motivation Multiple-

CiteScore

2.90

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0.00%

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期刊介绍： Learning and Motivation features original experimental research devoted to the analysis of basic phenomena and mechanisms of learning, memory, and motivation. These studies, involving either animal or human subjects, examine behavioral, biological, and evolutionary influences on the learning and motivation processes, and often report on an integrated series of experiments that advance knowledge in this field. Theoretical papers and shorter reports are also considered.