The influence of academic emotions on the oral English scores of college students majoring in English

Abstract

Academic emotions have consistently been a prominent topic in educational psychology. Academic emotions are closely associated with students’ academic achievements and performance. The level of oral proficiency is an important indicator for evaluating the English proficiency of English major students. However, its acquisition process highly depends on interaction and immediate output, which can easily trigger complex academic emotions among students. Although current research has recognized the role of emotions in language learning, there is still a need for further exploration into the specific academic emotions that arise during the oral language learning process among English major students and how they affect their oral language performance. Therefore, in order to address this issue, this study takes academic emotions as the independent variable and the oral English scores of English major college students as the dependent variable. It uses the literature analysis method to investigate how academic emotions affect the oral English scores of English major college students. This study confirms that academic emotions are a key non-intellectual factor influencing oral English performance among English majors. Positive emotions (especially enjoyment) are facilitators of oral learning, while negative emotions (especially anxiety) are the most significant obstacle and inhibitor.