Acceso usuarios
China
Currently, most research focuses on English learners, and there is a notable paucity of studies examining the emotional experiences of learners of languages other than English (LOTEs), such as Japanese. To address this gap, the present study employs a pseudo-longitudinal design to explore three key aspects of foreign language (FL) learning among two groups of Japanese learners with different skill levels. It first investigates the levels of foreign language enjoyment (FLE) and foreign language boredom (FLB) within these groups, subsequently examines the relationship between these two emotions, and finally explores the influence of learner-internal factors and teacher-related variables on both FLE and FLB. The results indicated that Japanese learners generally experience high levels of FLE and moderately low levels of FLB. Importantly, emotional levels varied significantly across different skill levels, with the intermediate group showing a noticeable decrease in FLE and an increase in FLB compared to the beginners group. Additionally, a significant negative correlation between FLE and FLB was observed in both groups. Furthermore, the emotional experiences of learners were shaped by both learner-internal and teacher-related factors. However, these predictive variables demonstrated both commonalities and distinctions between the two skill groups.
