Impact of classroom activity types on academic emotions in second language learners: a study on enjoyment and boredom

This study explores how classroom activity types shape enjoyment and boredom among Chinese university students in foreign language learning over a four-week period, as well as the relationship between these emotions and academic achievement, based on Control-Value Theory. Using a mixed-methods approach, data was collected from 65 second-year students, measuring emotions through five-point Likert scale questionnaires after each class, gathering 846 questionnaires, each corresponding to a specific Classroom Activity Type (CAT), and supplemented by open-ended questionnaires. Academic achievement was assessed through pre-test and post-test evaluations at the beginning of the study and after 13 weeks. Results show a significant negative correlation between Foreign Language Enjoyment (FLE) and Foreign Language Boredom (FLB). Traditional activities such as practice exercises and teacher lectures were associated with lower FLE and higher FLB, while interactive activities such as teamwork, student presentations, and multimedia use were associated with higher FLE and lower FLB. Interestingly, these emotional experiences had no significant predictive value for academic achievement after 13 weeks, but students often perceived boring activities as useful, suggesting a potential disconnect between emotional experiences and perceived value. These findings emphasize the importance of designing engaging classroom activities to enhance enjoyment and alleviate boredom, providing valuable insights for educational practice and policy.