TY - JOUR
T1 - A latent profile analysis of Chinese EFL learners' enjoyment and anxiety in reading and writing
T2 - Associations with imaginative capacity and story continuation writing performance
AU - Zhu, Xinhua
AU - Zhan, Jianling
AU - Yao, Yuan
N1 - Funding Information:
This study was partly funded by the Hong Kong Polytechnic University through the Joint Supervision Scheme with the Chinese Mainland, Taiwan and Macao Universities - Other Chinese Mainland, Taiwan and Macao Universities (P0035007). We would like to express our gratitude to the editor and anonymous reviewers for their valuable comments and suggestions, which have greatly improved the final version of this article.
Publisher Copyright:
© 2022 Walter de Gruyter GmbH, Berlin/Boston 2022.
PY - 2022/12/5
Y1 - 2022/12/5
N2 - Research on second language (L2) enjoyment and anxiety has mainly focused on independent reading and writing tasks. An integrated reading-writing task involves students in both reading and writing processes, raising the possibility of different combinations of, and unique interaction between, enjoyment and anxiety across reading and writing in such a task. This study aimed to identify integrated reading-writing task based enjoyment and anxiety profiles using a person-centered latent profile analysis (LPA) and to explore their relationships with imagination and performance. Six hundred and seventy-nine 12th-grade Chinese students completed an integrated reading-writing task, namely a story continuation writing task (SCWT), and a questionnaire measuring their L2 reading enjoyment and anxiety, writing enjoyment and anxiety, and imaginative capacity. The LPA identified four different profiles: (1) the moderate-enjoyment/moderate-anxiety group, (2) the moderate-enjoyment/low-anxiety group, (3) the high-enjoyment/moderate-anxiety group, and (4) the low-enjoyment/high-anxiety group. Further, a student's profile membership was strongly predicted by imaginative capacity. Those in the moderate-enjoyment/low-anxiety group scored highest in story continuation writing performance. Pedagogical implications tailored to integrated reading-writing task instruction are discussed.
AB - Research on second language (L2) enjoyment and anxiety has mainly focused on independent reading and writing tasks. An integrated reading-writing task involves students in both reading and writing processes, raising the possibility of different combinations of, and unique interaction between, enjoyment and anxiety across reading and writing in such a task. This study aimed to identify integrated reading-writing task based enjoyment and anxiety profiles using a person-centered latent profile analysis (LPA) and to explore their relationships with imagination and performance. Six hundred and seventy-nine 12th-grade Chinese students completed an integrated reading-writing task, namely a story continuation writing task (SCWT), and a questionnaire measuring their L2 reading enjoyment and anxiety, writing enjoyment and anxiety, and imaginative capacity. The LPA identified four different profiles: (1) the moderate-enjoyment/moderate-anxiety group, (2) the moderate-enjoyment/low-anxiety group, (3) the high-enjoyment/moderate-anxiety group, and (4) the low-enjoyment/high-anxiety group. Further, a student's profile membership was strongly predicted by imaginative capacity. Those in the moderate-enjoyment/low-anxiety group scored highest in story continuation writing performance. Pedagogical implications tailored to integrated reading-writing task instruction are discussed.
KW - enjoyment and anxiety
KW - imaginative capacity
KW - integrated writing
KW - latent profile analysis
KW - story continuation writing performance
UR - http://www.scopus.com/inward/record.url?scp=85143657826&partnerID=8YFLogxK
U2 - 10.1515/iral-2022-0105
DO - 10.1515/iral-2022-0105
M3 - Journal article
AN - SCOPUS:85143657826
SN - 0019-042X
JO - IRAL - International Review of Applied Linguistics in Language Teaching
JF - IRAL - International Review of Applied Linguistics in Language Teaching
ER -