Volume 30 Number 2, Special Issue: Emotional CALL Pride and shame in CALL: Links to appraisals, engagement, and performance

Pride and shame in CALL: Links to appraisals, engagement, and performance

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May 29, 2026, 11:04 p.m.
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June 1, 2026, 9:51 p.m.
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June 1, 2026, 9:51 p.m.
access-status:
open.access
bitstream:
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bitstream_txt:
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collection:
Volume 30 Number 2, Special Issue: Emotional CALL
contributor.author:
Shao, Kaiqi Amiri, Elmakki Kutuk, Gulsah
contributor.editor:
Kruk, Mariusz Pawlak, Mirosław
date.accessioned:
2026-05-29T23:03:58Z
date.available:
2026-05-29T23:03:58Z
date.issued:
2026-06-01
description.abstract:
Guided by the control-value theory of achievement emotions, this study examines the relationships among two understudied foreign language emotions, namely pride and shame, control-value appraisals, engagement, and performance in a Computer-Assisted Language Learning (CALL) setting. A total of 652 Chinese university students from a massive open online course (MOOC) participated in the study. Structural equation modeling (SEM) results showed that control and value appraisals positively predicted pride but negatively predicted shame. Pride positively predicted each of the three dimensions of engagement (i.e., cognitive, emotional, and behavioral) while shame negatively predicted these dimensions, except for cognitive engagement. Emotional and behavioral engagement, but not cognitive engagement, positively predicted performance. Pride and shame mediated the relationship between control-value appraisals and emotional and behavioral engagement, which, in turn, mediated the relationship between pride or shame and performance. Cognitive engagement consistently showed no significant pathways. Overall, pride and shame, along with emotional and behavioral engagement rather than cognitive engagement serially mediated the relationship between control-value appraisals and performance. We discuss the implications for language teachers and highlight the importance of addressing pride and shame, alongside their appraisal antecedents and learning outcomes in CALL.
endingpage:
241
format.extent:
18 pages
identifier.citation:
Shao, K., Amiri, E., & Kutuk, G. (2026). Pride and shame in CALL: Links to appraisals, engagement, and performance. Language Learning & Technology, 30(2), 224–241. https://doi.org/10.64152/10125/73688
identifier.doi:
https://doi.org/10.64152/10125/73688
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73688
number:
2
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/item/10125-73688/
startingpage:
224
subject:
pride and shame appraisal engagement performance
title:
Pride and shame in CALL: Links to appraisals, engagement, and performance
type:
Article
volume:
30