Exploring the Impact of Online Teaching Factors on International Students’ Control-Value Appraisals and Achievement Emotions in a Foreign Language Context

• Published in: The Asia-Pacific education researcher 2024-08, Vol.33 (4), p.943-955
• Main Authors: Kaiqi, Shao, Kutuk, Gulsah
• Format: Article
• Language: English
• Subjects: Anxiety; Chinese languages; Classroom communication; Computer assisted language learning; Coronaviruses; COVID-19; Education; Educational Policy and Politics; Emotions; Foreign language learning; Foreign students; International and Comparative Education; Interviews; Learning and Instruction; Learning environment; Learning Processes; Motivation; Online instruction; Pandemics; Regular Article; Second language instruction; Second language learning; Second language teachers; Semi Structured Interviews; Sociology of Education; Student teacher relationship; Teaching; Teaching Methods
• ISSN: 0119-5646; 2243-7908
• DOI: 10.1007/s40299-024-00831-8

Drawing upon Pekrun’s (2006) control–value theory of achievement emotions, the present study explores the relations between online teaching factors (i.e., teachers’ information and communications technology (ICT) competence and provision of structure) and students’ control–value appraisals and achievement emotions (i.e., enjoyment, boredom, and anxiety) in an online foreign language learning context. Data were collected through semi-structured interviews with 12 international students and 6 teachers who were involved in a Chinese foreign language course delivered online during the coronavirus pandemic. Results from the thematic analysis showed that both students’ and teachers’ positive evaluations of teachers’ ICT competence and provision of structure were associated with students’ increased control beliefs and intrinsic value, but not necessarily with utility value. According to the participants, the two increased appraisals related to students’ greater enjoyment and reduced feelings of boredom and anxiety during the online language learning process. Findings are discussed in light of the role of online teaching factors in shaping students’ appraisals and emotional experiences in online environments, particularly during the coronavirus pandemic.