Earticle

초록

영어

Drawing on Control-Value Theory, this study investigated how Korean university EFL learners’ control-value appraisals (self-efficacy, language mindset, and interest) predict their learning emotions, and how these emotions, in turn, relate to their English achievement. Sixty-two Korean EFL university students enrolled in an English communication course completed measures of self-efficacy, language mindset, interest, enjoyment, and boredom. Correlation analyses, multiple regression analyses, and ordinal logistic regression were conducted. Self-efficacy and interest significantly predicted learners’ emotional experiences; higher levels of self-efficacy and interest were associated with greater enjoyment and lower boredom. Language mindset, however, did not significantly predict either emotion. Enjoyment positively predicted course achievement, whereas boredom was not a significant predictor. These findings highlight the central role of control-value appraisals in shaping EFL learners’ emotional experiences in English learning. Additionally, it underscores the importance of cultivating positive learning emotions to enhance academic outcomes. Pedagogical implications for English instruction and emotional support in language classrooms are discussed. Overall, the study provides empirical evidence that fostering learners’ sense of control and task value can meaningfully contribute to more effective and engaging language learning experiences.

목차

I. 서론
II. 이론적 배경
1. 학습자 심리적 요인: 자기효능감, 언어 마인드셋, 흥미
2. 학습 정서와 영어 성취
III. 연구 방법
1. 연구 참여자
2. 연구 도구
3. 연구 절차
4. 자료 분석
IV. 연구 결과 및 논의
1. 대학생 영어학습자의 통제 및 가치 평가와 학습 정서
2. 학습 정서가 학업 성취에 미치는 영향
V. 논의 및 결론
Works Cited
Abstract

키워드

저자

• 윤택남 [ Yoon, Tecnam | 춘천교육대학교 ] 제1저자
• 안지은 [ Ahn, Jieun | 사이버한국외국어대학교 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810