What the study found
Higher perceived second language oral proficiency was linked to lower anxiety and greater enjoyment. The study also found that learners perceived as low-level showed greater emotional susceptibility.
Why the authors say this matters
The authors conclude that the findings have pedagogical implications for supporting English-as-a-foreign-language learners’ second language speaking ability development. The study suggests that task emotions may matter differently across perceived oral proficiency levels.
What the researchers tested
The study used an embedded mixed-methods design with 77 Chinese university students learning English as a foreign language. It examined task emotions, defined in the abstract as anxiety, enjoyment, and boredom, and their influence on speech fluency across different perceived second language oral proficiency levels, while controlling for actual oral proficiency. Two learners with similar actual but different perceived oral proficiency were also studied using idiodynamic methods, which track changes during a task, and semi-structured interviews.
What worked and what didn't
Quantitative results showed that higher perceived oral proficiency correlated with lower anxiety and greater enjoyment. The qualitative findings showed two recurring patterns: a link between heightened anxiety, lower enjoyment, and reduced fluency, and a gradual increase in enjoyment as the task neared completion. The main differences between the two learners involved emotional states at the start of the task, the relationships among boredom, anxiety, and enjoyment, and different experiences of boredom when linguistic challenges appeared.
What to keep in mind
The abstract does not provide detailed limitations beyond the small qualitative comparison of two learners. The findings are reported for Chinese university learners of English as a foreign language, so the scope described in the abstract is limited to that group.
Key points
- Higher perceived second language oral proficiency was associated with lower anxiety and greater enjoyment.
- Learners perceived as low-level showed greater emotional susceptibility.
- Two learners with similar actual proficiency showed different emotional patterns during speaking tasks.
- Higher anxiety and lower enjoyment were linked with reduced fluency in the qualitative findings.
- Enjoyment tended to increase as the task neared completion.
Disclosure
- Research title:
- Perceived proficiency shapes emotions and speech fluency
- Authors:
- Chenxin Li, Peijian Paul Sun
- Institutions:
- Zhejiang University
- Publication date:
- 2026-01-28
- OpenAlex record:
- View
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