Pride and Shame in English Learning: Mediating the Relationship Between Classroom Environment and English Learning Engagement

Abstract

Although the proliferation of artificial intelligence (AI) and digital tools has facilitated AI‐enhanced and informal digital learning of English, traditional classroom ecology remains a central context for adolescent English‐as‐a‐foreign‐language (EFL) learners' language learning and development. Additionally, while the importance of achievement emotions among tertiary‐level EFL learners has been well established, research on retrospective outcome emotions (e.g., pride and shame) among non‐tertiary EFL learners remains scarce. As such, the study investigated whether and how language pride (LP) and language shame (LS) mediated the relationship between multidimensional classroom environment (CE) and English learning engagement. Data were collected from 365 Chinese senior high school students. This study found that most focal constructs were correlated in expected directions. Structural equation modelling revealed that LP mediated the relationship between teacher support and English learning engagement, and that LS mediated the relationship between student cohesiveness and English learning engagement. These findings are expected to enrich the spectrum of L2 emotional research by illuminating whether and how underexplored retrospective outcome emotions act as emotional bridges linking external classroom affordances with EFL learners' internal engagement in English learning. Pedagogical implications are also discussed.