Relationships between students’ emotions, self-regulated learning, and literacy gains in beginning/basic level ESL literacy classes for adults

Although studies conducted with first language literate, educated second language (L2) learners suggest that the positive effects of emotions in second language acquisition can foster students' self-regulated learning (SRL) strategies and improve their L2 learning/achievement, little is known about how the emotions of adults with limited formal schooling and literacy skills in any language affect their SRL and literacy development in formal school-based L2 learning environments. To address this gap, we proposed a theoretical model to examine the complex interplay between English as a second language (ESL) literacy learners' emotions toward L2 learning through task-based portfolios and assessment, their SRL strategy use, and their L2 literacy achievement. The model was tested using data collected from 379 beginning/basic level English literacy learners (BELLs) who were assisted by bi-/multilingual interpreters in responding to 30 Likert items designed to measure their positive and negative emotions towards learning through task-based portfolios and assessment, and key elements of SRL (e.g., goal setting, monitoring, evaluating, and reflecting on ways to improve learning). The BELLs also completed two forms of a standardized literacy test at the beginning and end of term. Results from structural equation modelling indicated that BELLs’ SRL strategy use mediated the effects of their emotions on their literacy gain scores. Findings are discussed with regard to the roles of emotions and SRL in literacy achievement and their implications for L2 teaching and assessment.