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All Journal Vision: Journal for Language and Foreign Language Learning IALLTEACH (Issues In Applied Linguistics & Language Teaching)
Jian Wang
National University of Defense Technology
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Relationships Between College Students’ Control-Value Appraisals of English Learning, Achievement Emotions, and Empowerment Wang, Jian; Zhang, Xiaohong
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i222915

Abstract

Language learning involves cognitive and non-cognitive factors. Recent research has shifted focus from cognitive outcomes to emotional factors, influenced by positive psychology and an "affective turn" in second language studies. In light of this, the current study preliminarily examined the interrelationships between tertiary-level English learners’ control-value appraisals of English learning, academic emotions (i.e., enjoyment and boredom), and empowerment. A study of 289 non-English major students in southwest China used convenience sampling and quantitative questionnaires to assess their control-value appraisals of English learning, boredom, enjoyment, and empowerment. The findings indicate that learners’ enjoyment and value appraisals of English learning were at an upper-middle level, while control appraisal and empowerment were at a moderate level. Boredom, however, was rated at a lower middle level. Furthermore, there were significant correlations between these variables. Overall, control and value appraisals played a substantial role in predicting learners’ achievement emotions and empowerment. The affective aspects of language learners are essential elements that potentially shape their learning processes and outcomes. This study suggests that to empower students in their language learning journey, teachers should help them recognize the meaningfulness of language learning, bolster their self-efficacy, and create an engaging and enjoyable learning environment.
Relationships Between College Students’ Control-Value Appraisals of English Learning, Achievement Emotions, and Empowerment Wang, Jian; Zhang, Xiaohong
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i222915

Abstract

Language learning involves cognitive and non-cognitive factors. Recent research has shifted focus from cognitive outcomes to emotional factors, influenced by positive psychology and an "affective turn" in second language studies. In light of this, the current study preliminarily examined the interrelationships between tertiary-level English learners’ control-value appraisals of English learning, academic emotions (i.e., enjoyment and boredom), and empowerment. A study of 289 non-English major students in southwest China used convenience sampling and quantitative questionnaires to assess their control-value appraisals of English learning, boredom, enjoyment, and empowerment. The findings indicate that learners’ enjoyment and value appraisals of English learning were at an upper-middle level, while control appraisal and empowerment were at a moderate level. Boredom, however, was rated at a lower middle level. Furthermore, there were significant correlations between these variables. Overall, control and value appraisals played a substantial role in predicting learners’ achievement emotions and empowerment. The affective aspects of language learners are essential elements that potentially shape their learning processes and outcomes. This study suggests that to empower students in their language learning journey, teachers should help them recognize the meaningfulness of language learning, bolster their self-efficacy, and create an engaging and enjoyable learning environment.
AI-Generated Feedback in English Writing: Proficiency Development and Learner Perceptions Wang, Jian; Zhang, Xiaohong
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 2 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i2.10503

Abstract

This study was situated within the context of college-level English-as-a-foreign- language education in China. It compared the effectiveness of AI-generated feedback and teacher feedback in improving English learners’ writing proficiency. A questionnaire survey and semi-structured interviews were also conducted to examine learners’ acceptance of and attitudes toward AI feedback. Results revealed that both the experimental group (receiving AI feedback) and the control group (receiving teacher feedback) showed significantly higher post-test scores compared to their pretest scores. Although the mean difference in post-test scores between the two groups exceeded that of the pretest, no statistically significant difference was found in their final performance, suggesting comparable efficacy between AI feedback and teacher feedback in enhancing writing proficiency. Additionally, the experimental group demonstrated moderate acceptance of AI feedback, with perceptions varying across proficiency levels. However, learners universally agreed that combining teacher feedback and AI feedback would yield greater benefits for writing development. The study concludes that both feedback modalities have distinct benefits and misfits, advocating for their integrated—rather than exclusive—use in writing instruction.
Co-Authors Zhang, Xiaohong