The effect of task emotions on second language speech fluency across different perceived second language oral proficiency levels

Abstract

This embedded mixed-methods study reports on the impact of perceived second language oral proficiency on English-as-a-foreign-language learners’ task emotions (i.e., anxiety, enjoyment, and boredom), and the influence of task emotions on speech fluency across different perceived second language oral proficiency levels, both with learners’ actual second language oral proficiency as a control variable. A total of 77 Chinese English-as-a-foreign-language university students were recruited for quantitative data collection. Results showed that higher perceived second language oral proficiency correlated with lower anxiety and greater enjoyment. It was also found that perceived low-level second language speakers demonstrated greater emotional susceptibility. Additionally, two learners with similar actual but different perceived second language oral proficiency were invited to further illustrate the commonalities and differences in the interaction between task emotions and speech fluency. Idiodynamic and semi-structured interview findings revealed two recurring patterns: a link between heightened anxiety, lower enjoyment, and reduced fluency, and a gradual increase in enjoyment as the task neared completion. The primary differences include varying emotional states at the beginning of the task; distinct relationships between boredom, anxiety, and enjoyment; and idiosyncratic experiences of boredom when encountering linguistic challenges. The study concludes with pedagogical implications to better serve English-as-a-foreign-language learners’ second language speaking ability development.