Influences Of Control-Value Appraisals And L2 Self On Achievement Emotions And L2 WTC

Previous research has developed ample theories and models and identified corresponding empirical evidence in pursuit of improvements to L2 learning,including those regarding the interrelationship among perceived control and value,motivation,achievement emotions,and willingness to communicate in the specific domain of English learning.In the Chinese context,English is a mandatory subject that students rarely use in extracurricular situations,which may brew futility and unnecessity in their perception of English,especially for those with lower levels of proficiency.The current thesis adopts the Control-Value Appraisals for Achievement Emotions and 2×2 L2 Motivational Self System,which respectively cater to students’ perception toward English and English learning motivation.Enjoyment and Boredom are included in the current study due to their opposite polarities in the Control-Value Theory.L2 Willingness to Communicate,crucial in L2 learning and acquisition,is highly dependent on the instant situational context and is influenced by an array of factors,including L2 motivation and achievement emotions.Based on the theoretical connections and empirical evidence,the current study constructed a hypothesized model and conducted an analysis focusing on three research questions:1)In which directions does the influence between the Control-Value Appraisals and the L2 Motivational Self System occur?2)Does Achievement Emotions mediate the relation between Control-Value Appraisals and L2 Selves?3)Do the Control-Value Appraisals directly influence L2 Willingness to Communicate?To answer the research questions,a questionnaire was designed regarding the variables involved in the current study.The analysis is based on 130 samples of freshmen and sophomore university students extracted from the data collected via WJX,an online questionnaire platform.After several iterations of the hypothesized model,Ideal/Other,Ought/Own,Ought/Other,and Boredom are removed from the final structural equation model.The major findings are:1)the effect from L2 MSS to the Control-Value Appraisals is more prominent in their bidirectional influence;2)in addition to the direct influence,the Control-Value Appraisals also indirectly influence L2 selves with the mediation of Achievement Emotions;3)only Value has a direct influence on L2 WTC.The current thesis proposes that educators may aim at elevating students’Ideal/Own,and then solidify this perception for a larger enhancement in Control and Value.Combined with measures to sustain improvements to Enjoyment,a positive cycle may exist among the four variables,thus casting a beneficial influence on L2 WTC.The current study also proposes some suggested concrete measures with corresponding effects,which may aid in future English education.