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<p style="text-align: justify;">Mobile apps have surged in popularity, enhancing the effectiveness of more traditional second or foreign language (L2) teaching and enabling independent L2 learning. Drawing on control-value theory, the present research examined the role of students&rsquo; control-value appraisals in enhancing behavioral engagement via enjoyment and boredom in specific app-assisted vocabulary learning tasks. Analyzing questionnaire responses from 98 college students, the results showed that learners&rsquo; task control-value appraisals impacted their behavioral engagement in multiple ways, both directly and indirectly, with task-related enjoyment and boredom serving as key mediators in these relationships. Specifically, intrinsic task value positively affected learners&rsquo; behavioral engagement directly and indirectly through enjoyment and boredom; extrinsic task value promoted behavioral engagement directly, but undermined it indirectly through boredom; task control appraisal did not significantly affect behavioral engagement directly but had a positive impact through task enjoyment. The findings offer important theoretical insights and practical applications for L2 education.</p>

ltrq.2025.48.13.pdf

Original Research 

ltrq.2025.48.13.xml

Chinese EFL Learners’ Task Control-Value Appraisals, Emotions and Behavioral Engagement During After-Class App-Assisted Vocabulary Learning

Guest-editors: 
Mirosław Pawlak, PhD, Adam Mickiewicz University, Poznań, Poland University of Applied Sciences, Konin, Poland
Zhisheng (Edward) Wen, PhD, College of Professional and Continuing Education, The Hong Kong Polytechnic University, China
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: In Honour of Peter D. MacIntyre’s Contributions to Psychology of Language and Communication and Second Language Research Methodology