A Study Of Correlation Between High School Students’ English Academic Emotions And Their Willingness To Communicate In Class

As a non intellectual factor closely related to teaching and learning process,academic emotions play an important role in students’ growth and development.In addition,it is particularly important to understand the willingness to communicate of high school students in English class.This research aims to have a comprehensive understanding of the current situation of high school students’ willingness to communicate(WTC)in class and English academic emotions,and to further explore the correlation between high school students’ WTC in class and English academic emotions.Based on the findings,some pedagogical implications are provided.The research questions are as follows:(1)What is the status quo of high school students’ English academic emotions?What are the differences between students of different genders and levels?(2)What is the status quo of high school students’ WTC in English class? What are the differences between students of different genders and levels?(3)Is there any correlation between high school students’ English academic emotions and their WTC in class? What is the correlation of the specific dimensions?In this study,167 students of grade 10 and grade 11 in Jinan No.7 High School are selected as the research subjects,and 12 of them are interviewed.Qualitative and quantitative research have been conducted through questionnaire surveys and interviews.The main findings are:(1)The overall English academic emotions of senior high school students are more ideal,but there are great differences among different students.There are significant gender differences in the negative high arousal dimension.There are significant differences in the four dimensions of English academic emotions among students with different academic levels.(2)Secondly,high school students’ WTC in class is at a general level.There is a significant difference in students’ WTC in class.There are significant gender differences in students’ WTC in class,and girls’ WTC is significantly higher than that of boys.There are significant differences between students of different academic levels and WTC in all aspects.(3)There is a significant correlation between high school students’ English academic emotions and their WTC in class.Generally speaking,there is a significant positive correlation between positive academic emotions and WTC in class,and a significant negative correlation between English negative academic emotions and WTC in class.