A Longitudinal Investigation of Achievement Emotions and Engagement in Chinese EFL SPOC-Based Blended Learning (Stage 2, 9:02 AM)

• In Event: e-Lightning Ed-Talk Session 1 - Stage 2

Abstract

Grounded in Control-Value Theory (CVT), this sequential explanatory mixed-methods study examined the reciprocal relationships between achievement emotions (enjoyment, boredom) and engagement among 262 Chinese non-English majors in a SPOC-based blended EFL course. Quantitative data from three waves (Weeks 3, 8, 12) revealed that enjoyment consistently predicted subsequent engagement and reduced boredom at T2. Engagement at T2 predicted enjoyment at T3, but boredom minimally impacted engagement. Qualitative interviews with 10 purposively selected students identified four contextual mediators: teacher-related, course-related, self-related, and peer-related, as central to shaping emotional experiences and engagement patterns over time. Findings underscore enjoyment’s role as a primary driver of engagement and highlight context-dependent pathways between behavioral and affective dimensions in blended learning.

Author

• banban Li, University of Science and Technology Beijing