An investigation of positive emotions after an achievement test and their affective factors in English Pharmaceutical learning processes

—Discussion of emotions related to prediction of motivation—

Abstract

Students’ positive emotions in language learning processes influence their learning motivation positively. Positive emotions and factors that affect these emotions may be a key to explore teaching strategies and measures that enhance learner motivation. The purpose of this study was to investigate positive and negative emotions, and investigate recognizing the importance of language learning. Further, the four types of achievement emotions in English Pharmaceutical learning processes were investigated. Results revealed that both before and after learning, there was no change in recognizing the importance of language learning. While positive emotions and strong negative emotions, such as rebelliousness and anger, increased, weak negative emotions, such as misery decreased. Negative emotions contributed to positive feelings more after than before learning. In addition, an achievement emotion that can integrate variety of specialized contents was found to have an effect on positive emotions.