A Comparison of Second Language Writing Quality in Positive and Negative Emotions

DOI: https://doi.org/10.62517/jhet.202615127

Author(s)

Mengting Lv, Rui Tao*

Affiliation(s)

North Minzu University, Yinchuan, Ningxia, China *Corresponding Author

Abstract

This study employed a standardized emotion induction protocol within an exploratory case study design to investigate the effects of positive and negative emotions on the second language (L2) writing quality of English majors and to explore the underlying cognitive mechanisms. Four senior-year English majors were recruited. Their emotions were induced using audio-visual stimuli before they completed an L2 writing task. Writing quality was assessed across three dimensions: content, organization, and language. Data collection integrated the PANAS scale and retrospective interviews, enabling a mixed-methods analysis of both quantitative and qualitative data. The results indicated that writing performance under positive emotion was significantly superior to that under negative emotion across the total score and all individual dimensions (p < .05). The most pronounced difference was observed in the content dimension (Cohen's d = 23.00). Qualitative analysis revealed that positive emotions facilitated cognitive width and enhanced motivation, whereas negative emotions led to constricted cognitive resources and diminished self-efficacy. The findings confirm that emotional states significantly impact the L2 writing process, underscoring the role of affect in academic performance.

Keywords

Positive Emotion; Negative Emotion; L2 Writing; Writing Quality; Case Study

References

[1]Krashen S.D. Principles and practice in second language learning. NY: Pergamon, 1982. [2]Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. [3]Amabile, T. M., Barsade, S. G., Mueller, J. S., & Staw, B. M. (2005). Affect and creativity at work. Administrative Science Quarterly, 50(3), 367–403. https://doi.org/10.2307/20159602 [4]Barsade, S. G. (2002). The ripple effect: Emotional contagion and its influence on group behavior. Administrative Science Quarterly, 47(4), 644–675. https://doi.org/10.2307/4134386 [5]Gasper, K. (2003). Clarity from conflict: An affect-as-information perspective on the benefits of negative affect for social behavior and self-understanding. In J. Forgas (Ed.), The social psychology of emotions (pp. 21–40). Psychology Press. [6]Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. [7]Teimouri, Y., Plonsky, L., & Tabandeh, F. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(1), 364–376. [8]Han, Y., & Hyland, F. (2019). Academic emotions in written corrective feedback situations. Journal of English for Academic Purposes, 39(2), 48–61. [9]Lu, H. X. (2023). A study on the relationship between English writing anxiety and strategy use. English Square, (01), 74–78. [10]Xu, J. F., & Zhao, N. S. (2025). The predictive effects of learners’ flow and anti-flow experiences on L2 writing performance in continued writing tasks. Foreign Language Education Research Frontier, 8(05), 75–87. https://doi.org/10.20083/j.cnki.fleic.2025.0050. [11]Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. [12]Zhang, H. R. (2006). The influence of negative emotions on vocational college students’ English writing and corresponding coping strategies. Journal of Wuxi Vocational Institute of Commerce, (01), 81–84. [13] Zeng, X. F., & Xia, H. Z. (2011). A study of the effects of emotional intervention on medical students’ L2 writing. Foreign Language and Literature, 27(06), 142–144. [14]Guo, L. (2015). Using positive psychology to alleviate students’ anxiety in second language acquisition. Time Education, (15), 185. [15]Ding, W. (2017). Research progress on the relationship between L2 writing self-efficacy, writing anxiety and writing achievement. Overseas English, (07), 13+16. [16]Liu, X., & Zhao, X. (2022). A correlational study of L2 writing anxiety and emotional intelligence among English majors. Modern English, (02), 103–106. [17]Wang, H. H., Li, J. X., Dou, Y. Y., Xu, J., & Shang, X. H. (2021). A study on foreign language learning emotional characteristics of maritime majors. Maritime Education Research, 38(04), 70–75. [18]Li, C. C. (2021). Second language acquisition research from the perspective of positive psychology: A review and prospect (2012–2021). Foreign Language Education, 42(04), 57–63. [19]Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(6), 647–656. [20]Pennebaker, J. W. (1997). Writing about emotional experiences as a therapeutic process. Psychological Science, 8(3), 162–166. [21]Zhang, Z., Liu, T., & Lee, C. B. (2022). Language learners’ emotion regulation and enjoyment in online collaborative writing. Studies in Second Language Learning and Teaching, 12(4), 32–51. [22]MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103(1), 262–274. [23]Rezaei, M., & Jafari, M. (2014). Investigating the levels, types, and causes of writing anxiety among Iranian EFL students: A mixed method design. Procedia - Social and Behavioral Sciences, 98(1), 95–104. [24]Li, C., & Xu, J. (2019). Trait emotional intelligence and classroom emotions: A positive psychology investigation and intervention among Chinese EFL learners. Frontiers in Psychology, 10(10), 1–10. [25]Park, J., Ayduk, Ö. & Kross, E. (2016). Stepping back to move forward: Expressive writing promotes self-distancing. Emotion, 16(3), 349–364. Qiu, L., Zheng, X., & Wang, Y. F. (2008). Revision of the Positive and Negative Affect Schedule (PANAS). Chinese Journal of Applied Psychology, 14(03), 249–254+268.