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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
TAN Jun-ming
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DOI:10.17265/2159-5836/2017.06.014
Beijing Normal University-Hong Kong Baptist University United International College Zhuhai, Guangdong, China
Overseas research has shown that achievement emotions have direct relationships with “achievement outcome” and “achievement activities”. The purpose of the present study aimed to compare the relationships between achievement emotions, motivation, and language learning strategies of high, mid and low achievers in English language learning at an international university in a southern province in China. Quantitative data were collected through a questionnaire survey of 74 (16 males, 58 females) TESL major students. Results indicated that students in general experienced more positive than negative achievement emotions; more intrinsically rather than extrinsically motivated to learn English; and quite frequently used a variety of learning strategies to overcome their learning difficulties. However, Year Four low-achievers experienced more negative achievement emotions. They seldom used metacognitive, affective and social learning strategies, and they had lower degrees of intrinsic motivation. Implications for institutional support for at risk students are discussed.
achievement emotions, motivation, language learning strategies, English language achievement, English learning
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