achievement-emotions
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- PaperLanguage Learning & Technology1 Jan 2026
Pride and shame in CALL: Links to appraisals, engagement, and performance
Kaiqi Shao, Elmakki Amiri, Gulsah Kutuk
The study applied control-value theory to examine pride and shame among 652 Chinese university students in a CALL MOOC. Control and value appraisals positively predicted pride and negatively predicted shame. Pride positively predicted cognitive, emotional, and behavioral engagement, while shame negatively predicted emotional and behavioral engagement but not cognitive engagement, with emotional and behavioral engagement mediating effects on performance.
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.
- PaperLanguage Learning & Technology1 Jan 2026
The developmental trajectory of L2 students’ positive achievement emotions and flow experience within AI-enhanced classrooms: A latent growth curve modeling (LGCM)
Lili Qin, Ali Derakhshan
This intervention study examined how AI-enhanced instruction influences L2 students' positive achievement emotions (pride, hope, enjoyment) and flow experiences, tracking their development over a semester using latent growth curve modeling. Results showed significant improvements in both emotions and flow for students in the AI-enhanced group compared to controls.
Original abstract
The integration of artificial intelligence (AI) in L2 classrooms has garnered remarkable attention due to its potential to enhance students’ language achievements. While existing research has highlighted the implications of incorporating AI into L2 classrooms, there remains a gap in understanding how this incorporation may affect students’ achievement emotions and flow experiences. To narrow this gap, this intervention study sought to assess the influence of AI-enhanced instruction on L2 students’ positive achievement emotions: pride, hope, enjoyment, and their flow experiences. Furthermore, with the aid of latent growth curve modeling (LGCM), the study tried to track the developmental trajectory of L2 students’ positive achievement emotions and flow experiences over the course of a semester. To these aims, a large sample of 217 L2 students was recruited and randomly divided into the control or experimental groups. To measure participants’ flow and positive achievement emotions, two questionnaires were administered to them at distinct intervals throughout the intervention. The results evinced a notable enhancement in both the flow experience and positive achievement emotions of participants who were exposed to AI-enhanced instruction. This research underscores the critical role of AI-enhanced instruction in fostering students’ positive achievement emotions and flow experiences within L2 classrooms.