CONTROL-VALUE APPRAISALS, ACHIEVEMENT EMOTIONS AND ENGAGEMENT; A TASK-VALUE INTERVENTION SECOND LANGUAGE ACQUISITION
| dc.contributor.author | Maysa Mahdi Abuzant | |
| dc.date.accessioned | 2024-05-26T07:39:22Z | |
| dc.date.available | 2024-05-26T07:39:22Z | |
| dc.date.issued | 2023-07-27 | |
| dc.description.abstract | Emotions in second language acquisition have started to gain immense attention in the past few years. One of the main theories that is being used to investigate students’ achievement emotions is Pekrun’s Control Value Theory of Achievement Emotions. This research, using the Control Value Theory of Achievement Emotions, aims to investigate the relationship between control and value appraisals, achievement emotions and engagement. To achieve these aims, this research was divided into two studies; Study 1 adopted a correlational design to investigate the relationship between appraisals of control and value, their interaction and the effect they have on anxiety, boredom, enjoyment, and engagement in the context of second language acquisition. Data for Study 1 was collected from 515 university students enrolled in an English language course. The data was analyzed using Hayes’ PROCESS MACRO. The results indicated that students perceived intrinsic, attainment and utility value interacted differently with students perceived control to affect anxiety, boredom, enjoyment and engagement. The results highlight the role played by intrinsic value in the relationship between control and anxiety, and control and enjoyment. As for study 2, a qusai-experimental design was adopted to investigate the efficacy of a task value intervention on students’ appraisals of control and value, and their effect on anxiety, enjoyment and boredom. Participants for Study 2 were 61 university level English language learners who were grouped into a control and an experiment group. Results indicated that students’ value appraisals were affected by an intervention that targeted their task value, which led to students experiencing greater levels of enjoyment and lower levels of boredom and anxiety in the language classroom. The results of this study offer insights into the efficacy of a task value intervention in SLA on students’ value appraisals and their emotions inside the English language classroom. Keywords: Emotions, second language acquisition, Control-Value Theory, control appraisals, value appraisals, moderation, interaction, task value intervention. | |
| dc.identifier.uri | https://hdl.handle.net/20.500.11888/18864 | |
| dc.language.iso | en | |
| dc.supervisor | Prof. Wajeeh Daher Dr. Fayez Mahameed | |
| dc.title | CONTROL-VALUE APPRAISALS, ACHIEVEMENT EMOTIONS AND ENGAGEMENT; A TASK-VALUE INTERVENTION SECOND LANGUAGE ACQUISITION | |
| dc.type | Thesis |