How emotions shape engagement in EMI classrooms: A configurational fsQCA approach

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2025-09-17 DOI:10.1016/j.system.2025.103844

Haiying Liang

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引用次数: 0

Abstract

Recent developments in second language acquisition research have highlighted the crucial role of emotions in shaping learners' engagement, especially within English Medium Instruction environments. While individual emotions such as anxiety or enjoyment have been widely studied, limited attention has been paid to how multiple emotions co-occur and interact to influence classroom engagement. This study addresses this gap by examining the interplay of seven emotions (surprise, curiosity, surprise, confusion, confusion, anxiety, boredom) on engagement in EMI classrooms among Chinese learners of English as a foreign language. Employing fuzzy-set qualitative comparative analysis, data from 589 university students were analyzed. The findings revealed that no single emotion independently predicted engagement. Instead, five distinct emotional configurations emerged, indicating diverse combinations of emotions influence engagement. This research enriches current understanding by exposing the intricate emotional mechanisms driving engagement through a configurational perspective. The results highlight the importance for educators to recognize students’ diverse emotional landscapes and promote positive emotions.

查看原文本刊更多论文

情绪如何影响EMI课堂的参与度：一种配置的fsQCA方法

第二语言习得研究的最新进展强调了情绪在塑造学习者参与方面的关键作用，特别是在英语媒介教学环境中。虽然焦虑或享受等个体情绪已经得到了广泛的研究，但对多种情绪如何共同出现并相互作用影响课堂参与度的关注却很少。本研究通过考察七种情绪（惊奇、好奇、惊奇、困惑、困惑、焦虑、无聊）对中国英语作为外语学习者EMI课堂参与度的影响，解决了这一差距。采用模糊集定性比较分析法，对589名大学生的数据进行分析。研究结果显示，没有一种情绪能独立地预测参与度。相反，出现了五种不同的情绪配置，表明不同的情绪组合会影响参与度。本研究通过构型视角揭示了复杂的情感机制驱动参与，丰富了当前的理解。研究结果强调了教育工作者认识到学生不同的情绪景观并促进积极情绪的重要性。

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

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.