Foreign Language Writing Emotions and Writing Strategy Use: Levels and Learner Differences among Chinese Undergraduate Students

Abstract

Writing emotional experiences and strategy use are two important parts in the field of Second Language Acquisition (SLA). The present research investigated foreign language writing boredom (FLWB), foreign language writing enjoyment (FLWE), and the application of L2 writing strategies. The study first explored the levels of L2 writing emotions and frequency of L2 writing strategy use. Furthermore, the study examined how learner variables were related to learner variables. Data were collected through a questionnaire administered to 150 Chinese undergraduates serving English as a foreign language. Firstly, descriptive statistics showed that the levels of FLWB, FLWE and EWS use among Chinese undergraduates are moderate overall, while social writing enjoyment (SWE) reached a high level. Secondly, findings from independent samples t-tests, one-way ANOVA, and subsequent post hoc analyses indicated that English majors and students with higher levels of self-perceived English proficiency reported significantly greater FLWE, lower FLWB, and more frequent use of EWS. In contrast, neither gender nor grade exerted significant effects on these variables. We also recommend universities to promote enjoyment, reduce boredom and boost strategy use by influencing these learner variables in L2 writing environment.