Research on the Relationship between Emotional States and English Learning

Abstract

This paper explores the relationship between emotional states and English learning performance, aiming to provide insights into the mechanisms through which emotions influence language learning outcomes. The study examines the impact of emotional states on learning engagement and performance, language use and fluency, and investigates the strategies learners employ to regulate their emotions in English learning. The research design utilizes qualitative methods, including semi structured interviews, with a sample of students and teachers from Guilin Medical University. The findings reveal that emotional states significantly affect learning engagement and performance, with positive emotions enhancing motivation and active participation, while negative emotions impede engagement and hinder learning outcomes. Emotional states also influence language use and fluency, with positive emotions improving fluency and negative emotions hindering it. Learners employ various strategies, such as deep breathing exercises and seeking support, to regulate their emotions during English learning. Teacher support is identified as crucial in fostering emotional well-being and creating a supportive learning environment. Cultural and individual factors are found to shape learners' emotional responses in English learning. The results highlight the importance of addressing emotional states in English learning to enhance overall performance and wellbeing, and suggest the need for tailored interventions that consider cultural and individual factors. These findings have practical implications for educators and language practitioners, emphasizing the importance of promoting emotional well being and engagement in English learning contexts.