ISSN: 2222-6990
Open access
Emotions and learning are inseparable. Emotions can enhance and interfere with learning depending on which ones are driving or colouring the experience. This study aims to assess students' positive and negative emotions in learning, particularly in the listening and speaking proficiencies in the English language. The Achievement Emotion Questionnaire (AEQ) was used to collect data to identify positive emotions (pleasure, hope, pride, relief, stratified) and negative emotions (anger, anxiety, boredom and shame). The study sample consisted of 174 secondary school students learning English. Statistical data analysis showed that the students exhibited positive emotions in their speaking skills, predominantly hope (M = 4.04, SP = 1.061), whereas anxiety (M = 3.33, SP = 1.219) emerged as the prevailing negative emotion. Similarly, in listening skills, hope (M = 3.97, SP = 1.180) dominates as the primary positive emotion, while negative emotions (M = 2.76, SP =1.368) manifest at a low level concerning the English learning process. These findings unequivocally underscore the significant impact of both positive and negative emotions on students' achievements in English subjects. Consequently, educators must ensure that their teaching methodologies and the classroom environment actively support students' emotional development without serving as hindrances. It becomes imperative for educators to cultivate a safe and open environment, fostering an atmosphere where students feel encouraged to express both positive and negative emotions, thereby facilitating a more practical approach to learning English.
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