{"title":"情绪对中国英语学习者交流意愿的影响:一种fsQCA方法","authors":"Miaoyu Lu","doi":"10.1016/j.system.2025.103649","DOIUrl":null,"url":null,"abstract":"<div><div>The emotional turn in second language acquisition has prompted increased attention to the role of emotions in willingness to communicate (WTC). However, research on the coexistence of multiple emotions remains limited. This study endeavors to bridge this gap by investigating how three positive (i.e. enjoyment, pride, and hope) and four negative emotions (i.e. anxiety, shame, hopelessness, boredom) combine to influence WTC. Fuzzy-set qualitative comparative analysis was employed to analyze questionnaire data collected from 375 college students learning English as a foreign language in China. The results showed that no emotion acted as a necessary condition in predicting WTC independently. Four emotional configurations were identified to lead to WTC, suggesting that multiple emotions combined in a diverse way to activate WTC. Additionally, the results implied a pronounced influence of the existence of positive emotions on WTC. This study contributes to the existing knowledge by revealing the subtle emotional mechanisms beneath WTC through a configurational approach. The findings underscore the need for instructors to attend to learners’ varied emotional profiles and nurture positive emotions. Teachers are advised, for instance, to incorporate reflective journaling or apply emotion regulation strategies (e.g. reappraisal) to gain insight into and cultivate students’ WTC-inducing emotional states in class.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"131 ","pages":"Article 103649"},"PeriodicalIF":4.9000,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A configurational exploration of how emotions influence willingness to communicate among Chinese EFL learners: A fsQCA approach\",\"authors\":\"Miaoyu Lu\",\"doi\":\"10.1016/j.system.2025.103649\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>The emotional turn in second language acquisition has prompted increased attention to the role of emotions in willingness to communicate (WTC). However, research on the coexistence of multiple emotions remains limited. This study endeavors to bridge this gap by investigating how three positive (i.e. enjoyment, pride, and hope) and four negative emotions (i.e. anxiety, shame, hopelessness, boredom) combine to influence WTC. Fuzzy-set qualitative comparative analysis was employed to analyze questionnaire data collected from 375 college students learning English as a foreign language in China. The results showed that no emotion acted as a necessary condition in predicting WTC independently. Four emotional configurations were identified to lead to WTC, suggesting that multiple emotions combined in a diverse way to activate WTC. Additionally, the results implied a pronounced influence of the existence of positive emotions on WTC. This study contributes to the existing knowledge by revealing the subtle emotional mechanisms beneath WTC through a configurational approach. The findings underscore the need for instructors to attend to learners’ varied emotional profiles and nurture positive emotions. Teachers are advised, for instance, to incorporate reflective journaling or apply emotion regulation strategies (e.g. reappraisal) to gain insight into and cultivate students’ WTC-inducing emotional states in class.</div></div>\",\"PeriodicalId\":48185,\"journal\":{\"name\":\"System\",\"volume\":\"131 \",\"pages\":\"Article 103649\"},\"PeriodicalIF\":4.9000,\"publicationDate\":\"2025-03-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"System\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0346251X25000594\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"System","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0346251X25000594","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A configurational exploration of how emotions influence willingness to communicate among Chinese EFL learners: A fsQCA approach
The emotional turn in second language acquisition has prompted increased attention to the role of emotions in willingness to communicate (WTC). However, research on the coexistence of multiple emotions remains limited. This study endeavors to bridge this gap by investigating how three positive (i.e. enjoyment, pride, and hope) and four negative emotions (i.e. anxiety, shame, hopelessness, boredom) combine to influence WTC. Fuzzy-set qualitative comparative analysis was employed to analyze questionnaire data collected from 375 college students learning English as a foreign language in China. The results showed that no emotion acted as a necessary condition in predicting WTC independently. Four emotional configurations were identified to lead to WTC, suggesting that multiple emotions combined in a diverse way to activate WTC. Additionally, the results implied a pronounced influence of the existence of positive emotions on WTC. This study contributes to the existing knowledge by revealing the subtle emotional mechanisms beneath WTC through a configurational approach. The findings underscore the need for instructors to attend to learners’ varied emotional profiles and nurture positive emotions. Teachers are advised, for instance, to incorporate reflective journaling or apply emotion regulation strategies (e.g. reappraisal) to gain insight into and cultivate students’ WTC-inducing emotional states in class.
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.