An Ecological Perspective on College Students’ Achievement Emotions in Foreign Language Learning

Gang Wang

doi:doi:10.11648/j.edu.20231204.19

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An Ecological Perspective on College Students’ Achievement Emotions in Foreign Language Learning

Gang Wang

Published in Education Journal (Volume 12, Issue 4)

Received: 21 July 2023 Accepted: 9 August 2023 Published: 22 August 2023

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Abstract

In the recent years, foreign language teaching in China pays more attention on college students’ cognitive ability instead of their learning emotions, which causes the lack of college students’ achievement emotions in foreign language learning. This paper studies college students’ achievement emotions in foreign language learning from an ecological perspective. The achievement emotion is an important emotional factor that affects the effect of college students’ foreign language learning which stimulates and cultivates students’ achievement emotions in foreign language learning. This paper aims to analyze the development of college students’ achievement emotions from an ecological perspective and explore the reasons for the lack of achievement emotions in foreign language learning for college students and the ways to cultivate the achievement emotions. It is found that the main reasons include outdated foreign language learning model, large gap in the level of foreign language learning, college students’ autonomous learning ability restricted by foreign language teaching environment, decreased foreign language learning interest and self-confidence of college students, and imperfect college foreign language teaching evaluation system. Finally, this paper proposes ways for cultivating college students’ achievement emotions from the ecological perspective: enriching the classroom physical environment and teaching mode and laying the cornerstone of independent foreign language learning, optimizing the psychological environment and strengthening the awareness of independent foreign language learning, building a foreign language learning community and creating a broad environment for independent foreign language learning, creating good independent foreign language learning with ecological balance, increasing self-confidence and interest in foreign language learning by removing learning obstacles, and developing a diversified evaluation system to increase achievement emotions in foreign language learning.

Published in	Education Journal (Volume 12, Issue 4)
DOI	10.11648/j.edu.20231204.19
Page(s)	175-183
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Ecological Perspective, Achievement Emotions, Independent Foreign Language Learning, Cultivating Mode

References

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[10]	Williams, M., & Burden, R. (1997). Motivation in language learning: A social constructivist approach. Cahiers de l'APLIUT, 16 (3), 19-27.
[11]	Yin Zhenji, & Su Junye (2022). Analysis of Japanese majors’ learning behavior in colleges and universities from narrative perspective. Journal of Dalian University, 43 (01), 123-133.
[12]	Kinchin, I. M. (2023). Five moves towards an ecological university. Teaching in Higher Education, 28 (5), 918-932.
[13]	Bai Shuxia (2013). Exploration of cultivating students’ achievement emotions in English learning under the perspective of developmental teaching. China Electric Power Education, 29, 28-129.
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[17]	Wang Wei, & Bao Yan (2020). A study of foreign language education in China from the ecological perspective: A visualization based on CiteSpace. Foreign Languages Research, 37 (05), 52-59.
[18]	Cao Yangbo (2014). The relationship between Chinese college students’ self-efficacy, foreign language anxiety and language achievement. China Journal of Health Psychology, 22 (7), 1095-1098.
[19]	Xie Hua (2008). Cultivating a sense of achievement in English learning for college students. Examination Weekly, 25, 81-82.

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Gang Wang. (2023). An Ecological Perspective on College Students’ Achievement Emotions in Foreign Language Learning. Education Journal, 12(4), 175-183. https://doi.org/10.11648/j.edu.20231204.19

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Gang Wang. An Ecological Perspective on College Students’ Achievement Emotions in Foreign Language Learning. Educ. J. 2023, 12(4), 175-183. doi: 10.11648/j.edu.20231204.19

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AMA Style

Gang Wang. An Ecological Perspective on College Students’ Achievement Emotions in Foreign Language Learning. Educ J. 2023;12(4):175-183. doi: 10.11648/j.edu.20231204.19

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@article{10.11648/j.edu.20231204.19,
  author = {Gang Wang},
  title = {An Ecological Perspective on College Students’ Achievement Emotions in Foreign Language Learning},
  journal = {Education Journal},
  volume = {12},
  number = {4},
  pages = {175-183},
  doi = {10.11648/j.edu.20231204.19},
  url = {https://doi.org/10.11648/j.edu.20231204.19},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231204.19},
  abstract = {In the recent years, foreign language teaching in China pays more attention on college students’ cognitive ability instead of their learning emotions, which causes the lack of college students’ achievement emotions in foreign language learning. This paper studies college students’ achievement emotions in foreign language learning from an ecological perspective. The achievement emotion is an important emotional factor that affects the effect of college students’ foreign language learning which stimulates and cultivates students’ achievement emotions in foreign language learning. This paper aims to analyze the development of college students’ achievement emotions from an ecological perspective and explore the reasons for the lack of achievement emotions in foreign language learning for college students and the ways to cultivate the achievement emotions. It is found that the main reasons include outdated foreign language learning model, large gap in the level of foreign language learning, college students’ autonomous learning ability restricted by foreign language teaching environment, decreased foreign language learning interest and self-confidence of college students, and imperfect college foreign language teaching evaluation system. Finally, this paper proposes ways for cultivating college students’ achievement emotions from the ecological perspective: enriching the classroom physical environment and teaching mode and laying the cornerstone of independent foreign language learning, optimizing the psychological environment and strengthening the awareness of independent foreign language learning, building a foreign language learning community and creating a broad environment for independent foreign language learning, creating good independent foreign language learning with ecological balance, increasing self-confidence and interest in foreign language learning by removing learning obstacles, and developing a diversified evaluation system to increase achievement emotions in foreign language learning.},
 year = {2023}
}

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TY  - JOUR
T1  - An Ecological Perspective on College Students’ Achievement Emotions in Foreign Language Learning
AU  - Gang Wang
Y1  - 2023/08/22
PY  - 2023
N1  - https://doi.org/10.11648/j.edu.20231204.19
DO  - 10.11648/j.edu.20231204.19
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 175
EP  - 183
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20231204.19
AB  - In the recent years, foreign language teaching in China pays more attention on college students’ cognitive ability instead of their learning emotions, which causes the lack of college students’ achievement emotions in foreign language learning. This paper studies college students’ achievement emotions in foreign language learning from an ecological perspective. The achievement emotion is an important emotional factor that affects the effect of college students’ foreign language learning which stimulates and cultivates students’ achievement emotions in foreign language learning. This paper aims to analyze the development of college students’ achievement emotions from an ecological perspective and explore the reasons for the lack of achievement emotions in foreign language learning for college students and the ways to cultivate the achievement emotions. It is found that the main reasons include outdated foreign language learning model, large gap in the level of foreign language learning, college students’ autonomous learning ability restricted by foreign language teaching environment, decreased foreign language learning interest and self-confidence of college students, and imperfect college foreign language teaching evaluation system. Finally, this paper proposes ways for cultivating college students’ achievement emotions from the ecological perspective: enriching the classroom physical environment and teaching mode and laying the cornerstone of independent foreign language learning, optimizing the psychological environment and strengthening the awareness of independent foreign language learning, building a foreign language learning community and creating a broad environment for independent foreign language learning, creating good independent foreign language learning with ecological balance, increasing self-confidence and interest in foreign language learning by removing learning obstacles, and developing a diversified evaluation system to increase achievement emotions in foreign language learning.
VL  - 12
IS  - 4
ER  -

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Author Information

Gang Wang

School of Applied Foreign Languages, Zhejiang Yuexiu University, Shaoxing, China

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Plain Text BibTeX RIS

APA Style

Gang Wang. (2023). An Ecological Perspective on College Students’ Achievement Emotions in Foreign Language Learning. Education Journal, 12(4), 175-183. https://doi.org/10.11648/j.edu.20231204.19

Copy | Download

ACS Style

Gang Wang. An Ecological Perspective on College Students’ Achievement Emotions in Foreign Language Learning. Educ. J. 2023, 12(4), 175-183. doi: 10.11648/j.edu.20231204.19

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AMA Style

Gang Wang. An Ecological Perspective on College Students’ Achievement Emotions in Foreign Language Learning. Educ J. 2023;12(4):175-183. doi: 10.11648/j.edu.20231204.19

Copy | Download

@article{10.11648/j.edu.20231204.19,
  author = {Gang Wang},
  title = {An Ecological Perspective on College Students’ Achievement Emotions in Foreign Language Learning},
  journal = {Education Journal},
  volume = {12},
  number = {4},
  pages = {175-183},
  doi = {10.11648/j.edu.20231204.19},
  url = {https://doi.org/10.11648/j.edu.20231204.19},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231204.19},
  abstract = {In the recent years, foreign language teaching in China pays more attention on college students’ cognitive ability instead of their learning emotions, which causes the lack of college students’ achievement emotions in foreign language learning. This paper studies college students’ achievement emotions in foreign language learning from an ecological perspective. The achievement emotion is an important emotional factor that affects the effect of college students’ foreign language learning which stimulates and cultivates students’ achievement emotions in foreign language learning. This paper aims to analyze the development of college students’ achievement emotions from an ecological perspective and explore the reasons for the lack of achievement emotions in foreign language learning for college students and the ways to cultivate the achievement emotions. It is found that the main reasons include outdated foreign language learning model, large gap in the level of foreign language learning, college students’ autonomous learning ability restricted by foreign language teaching environment, decreased foreign language learning interest and self-confidence of college students, and imperfect college foreign language teaching evaluation system. Finally, this paper proposes ways for cultivating college students’ achievement emotions from the ecological perspective: enriching the classroom physical environment and teaching mode and laying the cornerstone of independent foreign language learning, optimizing the psychological environment and strengthening the awareness of independent foreign language learning, building a foreign language learning community and creating a broad environment for independent foreign language learning, creating good independent foreign language learning with ecological balance, increasing self-confidence and interest in foreign language learning by removing learning obstacles, and developing a diversified evaluation system to increase achievement emotions in foreign language learning.},
 year = {2023}
}

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TY  - JOUR
T1  - An Ecological Perspective on College Students’ Achievement Emotions in Foreign Language Learning
AU  - Gang Wang
Y1  - 2023/08/22
PY  - 2023
N1  - https://doi.org/10.11648/j.edu.20231204.19
DO  - 10.11648/j.edu.20231204.19
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 175
EP  - 183
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20231204.19
AB  - In the recent years, foreign language teaching in China pays more attention on college students’ cognitive ability instead of their learning emotions, which causes the lack of college students’ achievement emotions in foreign language learning. This paper studies college students’ achievement emotions in foreign language learning from an ecological perspective. The achievement emotion is an important emotional factor that affects the effect of college students’ foreign language learning which stimulates and cultivates students’ achievement emotions in foreign language learning. This paper aims to analyze the development of college students’ achievement emotions from an ecological perspective and explore the reasons for the lack of achievement emotions in foreign language learning for college students and the ways to cultivate the achievement emotions. It is found that the main reasons include outdated foreign language learning model, large gap in the level of foreign language learning, college students’ autonomous learning ability restricted by foreign language teaching environment, decreased foreign language learning interest and self-confidence of college students, and imperfect college foreign language teaching evaluation system. Finally, this paper proposes ways for cultivating college students’ achievement emotions from the ecological perspective: enriching the classroom physical environment and teaching mode and laying the cornerstone of independent foreign language learning, optimizing the psychological environment and strengthening the awareness of independent foreign language learning, building a foreign language learning community and creating a broad environment for independent foreign language learning, creating good independent foreign language learning with ecological balance, increasing self-confidence and interest in foreign language learning by removing learning obstacles, and developing a diversified evaluation system to increase achievement emotions in foreign language learning.
VL  - 12
IS  - 4
ER  -

Copy | Download