Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire – Second Language Learning

This study used Pekrun’s control-value theory (CVT) as a framework to validate the Achievement Emotion Questionnaire – Second Language Learning (AEQ-L2L) for assessing eight student emotions in second language (L2) learning. We tested and validated instrument two samples using three waves of data, with total number 1,021 Chinese university students. Item scale statistics indicate AEQ-L2L is reliable. Moreover, single- multi-group confirmatory factor analysis supported hierarchical four-factor component structure L2 across groups. Furthermore, multi-model comparison indicated that are best represented by considering both distinctiveness examined their structure. Finally, latent correlation demonstrated external validity terms linkages appraisals, motivation achievement. Findings discussed highlighting unique value investigating broad range education.