Achievement emotions in online language learning: domain-specific components and interactions with self-regulation strategies and language performance

Abstract Although previous research has underscored the crucial impact of discrete emotions on language learning, scant attention has been given to exploring domain-specific multiple achievement emotions experienced by second/foreign language (L2) learners in digital learning environments. This study aims to bridge the gap by validating a questionnaire to measure multiple achievement emotions experienced by Chinese English as a foreign language (EFL) learners during synchronous online English learning. One primary goal is to investigate the factorial structure and cultural sensitivity of achievement emotions in online English learning. This study further examines the interactions of achievement emotions with self-regulated learning (SRL) strategies and English performance to validate the criterion validity. Data were collected from 371 Chinese EFL students with intermediate to upper-intermediate L2 proficiency. Robust statistical methods, including confirmatory factor analysis and exploratory structural equation modeling (ESEM), were employed to elucidate the internal structure of achievement emotions. Model comparisons confirmed a seven-factor, correlated ESEM model comprising enjoyment, hope, pride, anger, shame-related anxiety, hopelessness, and boredom. Moderate correlations between achievement emotions and SRL strategies highlighted the interconnectedness of cognitive and emotional variables in L2 learning. Notably, this study revealed significant predictive effects of positive activating emotion (i.e. hope) and negative demotivating emotions (i.e. hopelessness and boredom) on English performance. This study concludes that the internal structure of multiple achievement emotions in online learning is embedded with situation-specific and culture-sensitivity characteristics. Moreover, the findings lend empirical support to the control-value theory, which holds that different achievement emotions have a joint and synergistic function in affecting learners’ SRL and academic performance.