Changes in Language Learners’ Affect: A Complex Dynamic Systems Theory Perspective

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2024-10-22 DOI:10.1111/lang.12686

Katalin Piniel, Ágnes Albert

引用次数: 0

Abstract

This study investigated changes in motivation, self‐efficacy beliefs, and a range of emotions, including enjoyment, hope, pride, curiosity, anxiety, boredom, apathy, confusion, and shame, from a complex dynamic systems theory (CDST) perspective over a 2‐year period in the Hungarian English as a Foreign Language (EFL) context. Using the same questionnaire, we collected data four times throughout 4 semesters from 101 participants studying English in two Hungarian high schools. For data analysis, we used latent growth curve modeling (LGCM) to detect the group‐level changes in learners’ motivation, self‐efficacy, and emotions. We also employed dynamic cluster analysis to identify trends in learners’ trajectories regarding these variables. In our panel data, linear models described the data well concerning the ought‐to second language (L2) self, language learning experience, boredom, apathy, and confusion, and for enjoyment, curiosity, anxiety, and shame, nonlinear models had the best fit. We could also identify trajectories depicting attractor states and learner paths that featured influences of perturbations.

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语言学习者情感的变化：复杂动态系统理论视角

本研究从复杂动力系统理论（CDST）的视角出发，调查了匈牙利英语作为外语（EFL）环境下，两年时间里学习动机、自我效能信念以及一系列情绪的变化，包括愉快、希望、自豪、好奇、焦虑、无聊、冷漠、困惑和羞愧。我们使用相同的调查问卷，在 4 个学期中 4 次收集了在匈牙利两所高中学习英语的 101 名参与者的数据。在数据分析中，我们使用了潜增长曲线建模（LGCM）来检测学习者在学习动机、自我效能感和情感方面的群体水平变化。我们还采用了动态聚类分析来确定学习者在这些变量方面的变化趋势。在我们的面板数据中，线性模型很好地描述了关于应该学习第二语言（L2）的自我、语言学习经验、无聊、冷漠和困惑的数据，而对于享受、好奇、焦虑和羞愧，非线性模型的拟合效果最好。我们还可以识别出描绘吸引子状态的轨迹和受扰动影响的学习者路径。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.