The effects of motivational dispositions on oral L2 task emotions and performance: A regulatory focus perspective

Despite extensive research in task-based language learning, the role of learners’ motivational dispositions in their task experience and performance has remained underexplored. To help bridge that gap, this study investigated the relationships between second language (L2) learners’ chronic regulatory focus and their oral task emotions and performance. One hundred and thirty-three high school students studying English as a foreign language in China completed a regulatory focus questionnaire, an English proficiency self-rating questionnaire, an oral opinion task, and a post-task questionnaire measuring their task anxiety and enjoyment. Multiple regression results showed that the learners’ chronic promotion focus positively predicted their task enjoyment, which, in turn, predicted their oral task performance. In addition, the participants’ chronic prevention focus did not predict task anxiety but positively and directly predicted their oral task performance. The results of the study highlight the importance of learners’ chronic regulatory focus in their task experience and performance. Theoretical and pedagogical implications are discussed.