Bidirectional Influence Between Emotions and Language Achievement Based on the Control-value Theory

Abstract

Emotions play a crucial role in language learning, influencing learners’ motivation, engagement, and ultimately, their academic achievement. This paper examines the bidirectional relationship between emotions, particularly Enjoyment, Anxiety, and Boredom, and language achievement based on the Control-Value Theory (CVT). Drawing on theoretical frameworks and empirical research, the study explores how emotions and language proficiency interact, shaping students’ learning trajectories. By considering the complex interplay between affective states and academic outcomes, educators can develop more holistic approaches to language instruction and support, fostering positive emotional experiences and optimizing students’ language learning journeys.