Maternal education, classroom emotions, and literacy outcomes among grade 3/4 EFL learners

Siu Sze YEUNG, Art TSANG, Wing Chung William LAM, Tammy Sheung Ting LAM

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

Abstract

Against the backdrop of rapidly growing attention to FL learners’ emotions, the present study investigated learners’ classroom emotions (anxiety, boredom, and enjoyment), literacy outcomes (reading and writing proficiency), and a largely neglected factor in FL emotions research to date – maternal education as a proxy for socio-economic status. One hundred and ninety-one Grade-three/four EFL learners from Hong Kong participated in this study. These learners completed a questionnaire about their classroom emotions, and reading and writing tests. Their parents/guardians attended individual interviews in which the highest level of maternal education was elicited. Overall, the results showed that maternal education and enjoyment were significantly associated with reading and writing proficiency. The contribution of maternal education to literacy outcomes was partially mediated by enjoyment, but not anxiety and boredom. The importance of maternal education and enjoyment are highlighted and discussed. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
JournalJournal of Multilingual and Multicultural Development
Early online dateMar 2023
DOIs
Publication statusE-pub ahead of print - Mar 2023

Citation

Yeung, S. S.-S., Tsang, A., Lam, W. W. C., & Law, T. S. T. (2023). Maternal education, classroom emotions, and literacy outcomes among grade 3/4 EFL learners. Journal of Multilingual and Multicultural Development. Advance online publication. doi: 10.1080/01434632.2023.2187397

Keywords

  • Maternal education
  • FL emotions
  • Reading and writing
  • Young EFL learners

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