engagement
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- PaperAssessing Writing24 Jun 2026
Measuring engagement in technology-supported collaborative argumentative writing: Development and validation of the T-CLEA scale
Li-Jen Wang, Ying‐Tien Wu, Teng-Yao Cheng
Developed and validated the T-CLEA scale for measuring engagement in technology-supported collaborative argumentative writing.
- PaperLanguage Learning & Technology1 Jan 2026
Pride and shame in CALL: Links to appraisals, engagement, and performance
Kaiqi Shao, Elmakki Amiri, Gulsah Kutuk
This study examines pride and shame as achievement emotions in a Computer-Assisted Language Learning (CALL) setting, guided by control-value theory. Survey data from 652 Chinese university students in a MOOC showed that control and value appraisals positively predicted pride but negatively predicted shame, and that pride and shame differentially predicted cognitive, emotional, and behavioral engagement. Emotional and behavioral engagement, but not cognitive engagement, predicted performance, with pride and shame acting as mediators between appraisals and engagement outcomes.
Original abstract
Guided by the control-value theory of achievement emotions, this study examines the relationships among two understudied foreign language emotions, namely pride and shame, control-value appraisals, engagement, and performance in a Computer-Assisted Language Learning (CALL) setting. A total of 652 Chinese university students from a massive open online course (MOOC) participated in the study. Structural equation modeling (SEM) results showed that control and value appraisals positively predicted pride but negatively predicted shame. Pride positively predicted each of the three dimensions of engagement (i.e., cognitive, emotional, and behavioral) while shame negatively predicted these dimensions, except for cognitive engagement. Emotional and behavioral engagement, but not cognitive engagement, positively predicted performance. Pride and shame mediated the relationship between control-value appraisals and emotional and behavioral engagement, which, in turn, mediated the relationship between pride or shame and performance. Cognitive engagement consistently showed no significant pathways. Overall, pride and shame, along with emotional and behavioral engagement rather than cognitive engagement serially mediated the relationship between control-value appraisals and performance. We discuss the implications for language teachers and highlight the importance of addressing pride and shame, alongside their appraisal antecedents and learning outcomes in CALL.