Earticle

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.

본 연구에서는 중국 중학생 대상으로 통제-가치 이론(Control-Value Theory)을 토 대로 이들이 지각한 사회적 지지 및 학업 소진 간의 관계에서 학업 부력, 통제 및 가치 가 매개하는지에 대해 탐색하였다. 이를 위해 중국 요령성(辽宁省) 푸순시(抚顺市)에 소재한 일반 중학교 재학생 총 738명(남학생: 387명, 여학생: 351명)을 최종 분석대상 으로 하였다. 본 연구결과, 첫째 중국 중학생들이 지각한 사회적 지지, 통제, 가치 및 학 업 부력은 상호 유의미한 긍정적 상관이 있는 것으로 나타난데 반해, 학업 소진은 이들 변인들과 유의미한 부정적 상관이 있는 것으로 나타났다. 둘째, 성별에 따라 부모 지지 (사회적 지지의 하위요인), 통제, 학업 부력, 정서적 소진(학업 소진의 하위요인)에서 차이가 있는 것으로 나타났다. 마지막으로, 사회적 지지, 학업 소진 간의 관계에서 통 제, 가치, 학업 부력이 유의한 매개 효과가 있는 것으로 입증되었다. 이와 같은 본 연구 결과는 사회적 지지가 통제-가치를 통해 학업 부력에 긍정적인 영향을 미치며, 최종적 으로 학업 소진을 감소시키는 데에 기여하고 있음이 입증되었다는 점에서 의의가 있 다. 본 연구결과는 중국 중학생들의 학업 소진을 완화 시키는 방안을 모색하는 데 있어 유용한 참고자료로 활용될 수 있을 것으로 기대된다.

This study examined whether academic buoyancy, control, and value mediated the relationship between perceived social support and academic burnout among Chinese middle school students, based on the Control-Value Theory. The final analysis included 738 students (387 boys and 351 girls) from a general middle school in Fushun City, Liaoning Province, China. The results showed several key findings. First, perceived social support, control, value, and academic buoyancy were found to have significant positive correlations with each other, while academic burnout had significant negative correlations with these variables. Second, there were gender differences in perceived parental support (i.e., a sub-factor of social support), control, academic buoyancy, and emotional exhaustion (i.e., a sub-factor of academic burnout). Finally, control, value, and academic buoyancy had significant mediating effects on the relationship between perceived social support and academic burnout. These findings highlight the importance of social support in positively influencing academic buoyancy through control and value, ultimately contributing to the reduction of academic burnout. This study provides valuable insights for developing strategies to alleviate academic burnout among Chinese middle school students.

The purpose of this study is to analyze the extent and precursors of boredom experienced by university students in general English classes based on Control-Value Theory. An online survey was conducted with 305 university students enrolled in general English courses at two universities in South Korea. The findings revealed that the overall level of boredom experienced in General English classes was relatively low, although high levels of boredom were observed in a subset of students. The primary precursors of boredom were identified as lack of challenge, monotony, and opportunity costs, whereas lack of involvement and dislike of the instructor showed fairly minimal influence. Additionally, the perception of these boredom- inducing factors varied depending on learner characteristics, including gender, major, English proficiency, and achievement. These results demonstrate that learners’ perceptions of control and value play a major role in the manifestation of boredom in general English contexts. It is suggested that instructional strategies should be developed with careful consideration of learners’ proficiency levels, disciplinary characteristics, and the difficulty and practical relevance of tasks during the instructional design process.