Although research into emotions has flourished in second language (L2) / foreign language (FL) learning in recent decades, few attempts have been made to examine learners as clusters based on their emotional profiles. The current study set out to first investigate the nature of 98 Grade-4-to-5 English as a foreign language (EFL) learners’ emotional profiles, as represented by classroom anxiety, boredom, and enjoyment. The hierarchical clustering analysis revealed three distinct profiles: Negative Emotion (NE; 21.43%), High Enjoyment (HE; 46.93%), and high in both Enjoyment and Anxiety (EA; 31.63%). We then analysed FL motivation and family background (household income and parental education) between the three groups. We also compared the FL proficiency levels (listening, reading, speaking, and writing) between the three groups from three perspectives: baseline scores (T1), scores one year later (T2), and growth (from T1 to T2). Multiple significant differences were found. The most common pattern was HE demonstrated higher scores than NE (e.g. in various aspects of language proficiency). EA also had higher scores than NE in some areas. HE and EA were largely similar, the only significant difference being HE having higher listening and speaking motivation than EA did. Interestingly, no significant differences were found in family background between the three groups.

中文翻译：

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四至五年级英语学习者课堂情绪概况的层次聚类分析：课堂情绪、动机、家庭背景和能力发展


尽管近几十年来，第二语言（L2）/外语（FL）学习中的情绪研究蓬勃发展，但很少有人尝试根据学习者的情绪概况将其作为群体进行检查。目前的研究首先调查了 98 名 4 至 5 年级英语作为外语 (EFL) 学习者的情绪特征，以课堂焦虑、无聊和享受为代表。层次聚类分析揭示了三种不同的特征：消极情绪（NE；21.43%）、高度享受（HE；46.93%）以及高度享受和焦虑（EA；31.63%）。然后我们分析了三组之间的 FL 动机和家庭背景（家庭收入和父母教育）。我们还从基线分数（T1）、一年后分数（T2）和成长（从T1到T2）三个角度比较了三组之间的FL熟练程度（听、读、说、写）。发现了多个显着差异。最常见的模式是 HE 表现出比 NE 更高的分数（例如在语言能力的各个方面）。 EA在某些方面的得分也高于NE。 HE 和 EA 基本相似，唯一的显着区别是 HE 比 EA 具有更高的听力和口语动机。有趣的是，三组之间的家庭背景没有发现显着差异。