Empirical Study on College Students' Positive Emotions in Mobile-Assisted Foreign Language Learning

Congying Zhang; Tianyi Gan

doi:10.30560/ier.v8n2p165

Congying Zhang School of Foreign Languages, China Three Gorges University, China
Tianyi Gan School of Foreign Languages, China Three Gorges University, China

DOI: https://doi.org/10.30560/ier.v8n2p165

Keywords: digital age, mobile-assisted language learning, college students, positive emotions

Abstract

The integration of digital tech and education is at a critical stage. The informatization of educational environments is an inevitable trend. But there's little research on positive emotions in mobile-assisted foreign language learning. Based on positive psychology, this study surveyed students in Hubei province, China, collecting 66 valid questionnaires. SPSS was used for analyses. It shows two dimensions: from autonomous and teacher support. Further analysis reveals family background has some influence. Further analysis via one-way ANOVA and independent samples t-tests revealed that family background exerts a certain influence on students' positive emotions, though the differences are not statistically significant. Additionally, the frequency of Positive derived from autonomous learning decreases with increased internet usage time, whereas the frequency of Positive from teacher support initially declines and then increases with prolonged internet use. These findings provide valuable evidence and practical guidance for managing emotions in digital learning environments.

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