Affective Responses to Difficulty English Learning in the Chinese Cultural Context: A Qualitative Case Analysis of College Students

Abstract

Affective responses to English learning are deeply influenced by cultural and educational contexts. However, academic research on Chinese college students’ affective responses to difficulties in English learning is often limited to specific perspectives and lacks a systematic approach. To gain a comprehensive understanding of the manifestations and underlying causes of these responses, this study conducted an 18-month longitudinal investigation of five college students. Using classroom observations, in-depth interviews with students, teachers, and parents, and the collection of multidimensional data, the study aimed to uncover the mechanisms driving these emotional responses. The findings indicate that students' affective responses to learning difficulties are multidimensional and vary in intensity. Key influencing factors include an exam-oriented education system focused on career development, classroom teaching methods, negative teacher evaluations, and superficial course design. These emotional responses are closely linked to China’s sociocultural and educational framework and exhibit a pattern of dynamic stability throughout their development. By positively guiding these emotions, their beneficial role in the educational process can be harnessed. Furthermore, the study underscores the necessity of deep understanding and effective intervention in students' affective responses to learning difficulties. This is not only crucial for enhancing academic performance but also provides valuable insights for educational practice.