Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor | Faculty of Humanities | en_US |
| dc.contributor.advisor | Lopez, Renia (ENGL) | en_US |
| dc.contributor.advisor | Occhipinti, Stefano (ENGL) | en_US |
| dc.contributor.advisor | Tay, Dennis (ENGL) | en_US |
| dc.creator | Jia, Tingting | - |
| dc.identifier.uri | https://theses.lib.polyu.edu.hk/handle/200/14365 | - |
| dc.language | Chinese | en_US |
| dc.publisher | Hong Kong Polytechnic University | en_US |
| dc.rights | All rights reserved | en_US |
| dc.title | Anxiety and enjoyment in L2 learning among Chinese rural and urban students : how do they predict the attainment of explicit and implicit knowledge? | en_US |
| dcterms.abstract | The rise of Positive Psychology, emphasizing both academic success and well-being, has significantly influenced Second Language Acquisition (SLA). This development has inspired sustained interest in the roles of emotions in language learning, with special attention to foreign language enjoyment (FLE) and foreign language anxiety (FLA). However, previous studies have predominantly investigated emotions through global achievement metrics (standardised tests/exams), which primarily capture explicit knowledge while overlooking implicit knowledge (Lopez-Ozieblo, 2023). Although both explicit and implicit knowledge play critical roles in proficiency, with the former supporting accuracy and the latter enabling spontaneous, real-time communication (Ellis, 2008), few studies have distinguished these dimensions when examining how emotions relate to learning. Consequently, existing work offers limited insight into cognitive pathways. To address this limitation, this study examines how FLE and FLA are associated with explicit and implicit knowledge. Language acquisition is also shaped by contextual factors (Ellis, 2012; Larsen-Freeman & Long, 2014). Empirical evidence suggests that urban–rural disparities relate to learners’ emotional experiences and, in turn, to attainment (e.g., Li et al., 2022; Li & Li, 2024). This issue is salient in China, where pronounced educational differences persist across urban and rural contexts (Rozelle & Hell, 2020). Yet few studies have tested whether FLE and FLA differentially relate to explicit and implicit knowledge across these contexts. | en_US |
| dcterms.abstract | Grounded in control–value theory, broaden-and-build theory, and Positive Psychology, the study addresses five research questions concerning classroom emotional states and urban–rural differences; differences in explicit versus implicit knowledge by context; links from FLE/FLA to knowledge; and whether rural–urban context moderates these links. | en_US |
| dcterms.abstract | A mixed-methods design was adopted. Stage I collected background data from 1,120 students; Stage II measured FLE and FLA for 1,113 participants; Stage III involved four online tests assessing explicit and implicit knowledge, yielding 1,091 valid cases; Stage IV included interviews with 18 students to illuminate quantitative patterns. Quantitative results indicated moderate FLE and FLA, with urban students reporting higher scores. On average, explicit exceeded implicit knowledge, and urban learners outperformed rural peers. Both emotions correlated with knowledge, but only FLE showed moderation by context: its association with explicit knowledge was stronger in rural settings and with implicit knowledge in urban settings. Qualitative accounts converged with these patterns: most students linked enjoyment to explicit learning, with urban learners more often associating it with implicit learning. Views on anxiety diverged; urban students generally described adverse effects, whereas some rural students reported motivating aspects. | en_US |
| dcterms.abstract | Overall, the findings suggest differentiated relations between emotions and knowledge types that depend on context. The study contributes an integrated, context-sensitive account of achievement emotions in SLA and extends the ECC (Emotion–Cognition–Context) model by indicating that observed associations are not functions of valence alone but arise through interactions among emotion, cognitive systems, and context. Practically, the results align with China’s Double Reduction policy and support differentiated, emotion-informed pedagogy: cultivating enjoyment may be useful for advancing equity by addressing distinct emotional and cognitive needs across under-resourced rural schools and better-resourced urban settings. | en_US |
| dcterms.extent | viii, 239 pages : color illustrations | en_US |
| dcterms.isPartOf | PolyU Electronic Theses | en_US |
| dcterms.issued | 2025 | en_US |
| dcterms.educationalLevel | DALS | en_US |
| dcterms.educationalLevel | All Doctorate | en_US |
| dcterms.accessRights | restricted access | en_US |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 8796.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 2.7 MB | Adobe PDF | View/Open |
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