A Study Of Rural Junior Middle School Students’ Academic Emotions In English Classes

The English Curriculum Standard for Compulsory Education（Version 2022）clearly points out that students can establish correct English learning objectives,maintain learning interest and actively participate in language practice in the process of English learning.Teachers should improve the authenticity of the English teaching and stimulate students’ learning interest and motivation.In the actual English classroom teaching,rural junior middle school students often lack learning initiative.A considerable number of students can not experience the fun and the sense of achievement brought by learning English,and gradually become tired of learning English.Based on this,it is necessary to carry out relevant research on the English classroom academic emotion of rural junior middle school students,which not only helps to carry out students’ cognitive activities and cultivate their active learning attitude,but also helps to establish a good relationship among teachers and students and promote the healthy development of students’ bodies and minds.This study used questionnaires and interviews to study the English classroom academic emotions of rural junior middle school students.The research questions include:（1）What is the current situation of rural junior middle school students’ academic emotions in English classes?（2）What are the factors that affect the academic emotions of rural junior middle school students in English classes?（3）How do these factors affect their academic emotions?This study used SPSS 22.0 to process the data collected from the questionnaire survey,and interviewed five rural middle school English teachers and six rural junior middle school students based on the questionnaire survey results.The interview questions mainly include three aspects: the types of academic emotions in English classes,the classroom environmental influencing factors in English classes,and the influencing path of the classroom environment influencing factors of students’ academic emotions.The results are as follows.First,the mean scores of rural junior middle school students of the four dimensions of academic emotions sorted from high to low,which are positive-low arousal academic emotions,positive-high arousal academic emotions,negative-low arousal academic emotions and negative-high arousal academic emotions.Moreover,in the two dimensions of negative-high arousal academic emotions and negative-low arousal academic emotions,students’ perception on academic emotions has obvious individual differences.There are 12 kinds of academic emotions that rural junior middle school students can experience in English classes,sorted from high to low,which are pride,relief,enjoyment,gratitude,contentment,excitement,frustration,shame,boredom,helplessness,anxiety and anger.The academic emotions that students experience in English classes is diverse,which are distributed in the four dimensions of academic emotions.In the study of academic emotions in different groups,it is found that in the comparison of students’ perception of academic emotions in different grades,students’ perception has significant differences.Especially in the two dimensions of positive-high arousal academic emotions and positive-low arousal academic emotions.In terms of gender differences on the perceptions of academic emotions,students have significant differences in the two dimensions of positive-low arousal academic emotions and negative-high arousal academic emotions.In the perception of academic emotions in the three regions,students have significant differences in the two dimensions of positive-high arousal academic emotions and positive-low arousal academic emotions.Second,the classroom environment influencing factors of junior middle school students’ academic emotions in English classes are mainly reflected in four aspects: teachers’ factors（including teachers’ arrangements,teachers’ expectations,and teachers’ feedback）,students’ factors（students’ autonomy）,interpersonal factors（including students’ competitions,students’ cooperation and teacher-student relationship）and textbook factors.Finally,the influence path of the eight classroom environmental factors on students’ academic emotions are mainly reflected in three aspects:（1）Affect students’ academic emotions directly by affecting students’ motivations,self-confidence and anxiety.（2）Promote the positive academic emotions by strengthening students’ control appraisal or/and value appraisal on classroom learning activities.（3）Stimulate students’ negative academic emotions by reducing students’ control appraisal or/and value appraisal on classroom learning activities.In view of this,this study put forward relevant suggestions.First,teachers should arrange the classroom teaching content scientifically.Second,teachers should improve their feedback ability and evaluation language in classes.Third,teachers should introduce the competition mechanism into the classes and building a good teacher-student relationship under the guidance of teachers.Fourth,teachers should strengthen the cultivation of students’ autonomous learning and cooperative learning ability.