Abstract
Language learners’ positive and negative emotions were integrated with their social anxiety and their suppression in technology-enhanced learning environments. A total of 878 Chinese English as a Foreign Language (EFL) learners participated in this study. They completed a Computer Technology Integration Questionnaire (CTIQ), an Emotion Regulation Questionnaire (ERQ), a Positive and Negative Affect Scale (PNAS) and a Social Interaction Anxiety Scale (SIAS). Results of SEM analysis indicated that while positive emotions were directly related to the learners’ perceptions of technology-enhanced learning environments, their negative emotions adversely predicted their emotion regulation and their perceptions of technology integration. The outcomes confirmed that there were significant and positive relationships between Chinese EFL students’ emotion regulation and their perceptions of technology-enhanced learning environments. The findings of the study suggest implications to reduce learners’ anxiety and encourage them to use technology in their classrooms. This study is intended to enhance our understanding of positive and negative events in technology-enhanced learning environments.
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The datasets generated and analyzed during the current study are available from the corresponding author on reasonable request.
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This work was supported by Nanjing University of Science and Technology ZiJin College, People’s Republic of China. The university has no role in the design and implementation of this study. The author is also grateful to the insightful comments suggested by the editor and the anonymous reviewers.
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This work was supported by “Jiangsu Provincial Social Science Fund of China” (Grant No.: 22ZWD001).
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Qi, J. The Mediating Role of Positive Events in Language Learners’ Social Anxiety, Positive Emotions, and Emotion Suppression in a Technology-Enhanced Learning Environment. Asia-Pacific Edu Res 33, 807–818 (2024). https://doi.org/10.1007/s40299-023-00812-3
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DOI: https://doi.org/10.1007/s40299-023-00812-3