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A Longitudinal Investigation of the Relationship Between Achievement Emotions and Engagement Among Chinese EFL Students in a SPOC-Based Blended Learning Context
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DOI：10.1111/ijal.70177.png)
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Abstract
En 中文
Grounded in the control-value theory (CVT), this study employed a sequential explanatory mixed-methods design to examine the dynamic longitudinal relationships among achievement emotions (i.e., enjoyment and boredom) and engagement in a small private online course (SPOC)-based blended English as a foreign language learning context in China. A three-wave questionnaire survey was administered to 262 non-English majors, followed by semi-structured interviews with ten participants who were purposefully selected. Quantitative results revealed partially reciprocal relationships: enjoyment consistently predicted subsequent engagement across both intervals (Time 1 [T1]-> Time 2 [T2] and Time 2 [T2]-> Time 3 [T3]), and engagement at T2 also significantly predicted enjoyment at T3. Boredom did not significantly predict engagement at any interval (with only a marginal effect from T1 to T2), whereas enjoyment and boredom showed reciprocal negative influences from T1 to T2. Qualitative findings identified four key contextual factors, that is, teacher-related, course-related, self-related, and peer-related, as central to shaping emotional experiences and engagement patterns over time. Together, the results highlight the complex and context-sensitive nature of emotional and behavioral dynamics in SPOC-based blended language learning, supporting the applicability of CVT in this instructional setting and offering pedagogical implications for fostering sustained engagement and emotional well-being in technology-enhanced L2 instruction.
Keywords:
achievement emotions
Chinese EFL learners
control-value theory (CVT)
longitudinal study
SPOC-based blended learning
student engagement
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