The Correlation Between English Academic Emotions And English Study Engagement Of Non-english Majors

The level of study engagement is a measure of the effectiveness of the learning process of university students and is a decisive element of the quality of higher education.College education requires a high degree of autonomy and self-awareness in learning,and the level of college students’ study engagement becomes even more important.Researches have shown that there is a correlation between academic emotions and study engagement.Whether there is a relationship between college students’ academic emotion and study engagement in specific English subject area is a topic worthy of in-depth study currently.At present,there are not enough studies focusing on the correlation between English academic emotions and English study engagement among non-English majors in universities.Therefore,this paper investigates the current situation of English academic emotions and English study engagement among non-English majors and conducts an in-depth investigation into the relationship between the two variables in order to provide some enlightening suggestions for improving the quality of college English teaching.This study is supported by Control-value Theory and Student Involvement Theory,and adopts questionnaires and interview methods.294 non-English majors from Guangxi Normal University participated in the research,and 10 of them were randomly selected for semi-structured interviews.The dimensions of the English Academic Emotion Questionnaire includes positive activity-oriented academic emotions,positive result-oriented academic emotions,negative activity-oriented academic emotions and negative result-oriented academic emotions.The English Study Engagement Questionnaire includes vigor,dedication,and absorption.This study aims to answer the following three questions:(1)What is the overall situation of English academic emotions among non-English majors?(2)What is the general picture of English study engagement among non-English majors?(3)Is there a correlation between English academic emotions and English study engagement among non-English majors? If yes,how are they related?The results of the study show that:(1)The overall situation English academic emotions of non-English majors is at a medium level,among which,students’ positive emotional experience is higher than their negative emotional experience.Among the positive emotions,students’ positive result-oriented academic emotions are higher than positive activity-oriented academic emotions.Among the negative emotions,students’ English negative activity-oriented academic emotions are higher.(2)The overall picture of English study engagement of non-English majors is at a moderate level,with the highest mean value of devotion,followed by absorption and finally vigor.(3)There is a significant positive correlation between English positive activity-oriented academic emotions,English positive result-oriented academic emotions and English study engagement,and a significant negative correlation between English negative activity-oriented academic emotions and English study engagement;there is no correlation between English negative result-oriented academic emotions and English study engagement.Based on the results of the study,in order to help students enhance their positive academic emotions experience and increase the level of study engagement in English study.The author made the following recommendations:(1)Understanding students’ individual differences to meet their actual needs.(2)Developing students’ sense of positive emotions by creating harmonious atmosphere and training them effective adjustment methods.(3)Employing flipped classroom model to provide students with good online resources.(4)Adopting a diversified curriculum evaluation model and focusing on students’ learning process.