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Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? – CORRIGENDUM

Published online by Cambridge University Press:  27 June 2022

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Abstract

Type
Corrigendum
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0), which permits unrestricted re-use, distribution and reproduction, provided the original article is properly cited.
Copyright
© The Author(s), 2022. Published by Cambridge University Press

In the original publication of this article (Li & Wei, Reference Li and Wei2022), three separate minor errors appeared.

First, an erroneous sentence appeared in the note to Table 2. The original table note read:

Note: SES = Socioeconomic status; Correlations for girls are presented above the diagonal, correlations for boys are presented below the diagonal. *p < 0.05; **p < 0.01; ***p < 0.001.

The table note in its entirety should correctly read:

Note: SES = Socioeconomic status. *p < 0.05; **p < 0.01; ***p < 0.001.

Second, in the subsection of the results titled “The Joint Predictive Effects of Anxiety, Enjoyment, and Boredom on Subsequent Achievements,” a value was mistakenly duplicated. The sentence that reads:

Enjoyment was negatively related to boredom with a medium effect size (β = –.46, p < .001) and boredom was positively related to anxiety with a medium effect size (β = –.46, p < .001).

should instead read:

Enjoyment was negatively related to boredom with a medium effect size (β = –.46, p < .001) and boredom was positively related to anxiety with a medium effect size (β = .47, p < .001).

Third, in the third paragraph of the discussion section, “T3” was repeated twice in a parenthetical where the first use should have said “T2.” The sentence that reads:

In line with two substudies in London and Saudi Arabia by Dewaele and Alfawzan (2018), our findings also show that the effect of enjoyment (T2: β = .21, p < .001; T3: β = .10, p < .01) outweighed that of anxiety (T3: β = –.12, p < .01; T3: β = –.08, p < .01).

should instead read:

In line with two substudies in London and Saudi Arabia by Dewaele and Alfawzan (2018), our findings also show that the effect of enjoyment (T2: β = .21, p < .001; T3: β = .10, p < .01) outweighed that of anxiety (T2: β = –.12, p < .01; T3: β = –.08, p < .01).

The authors apologize for these errors.

References

Li, C., & Wei, L. (2022) Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? Studies in Second Language Acquisition. Advance online publication. https://doi.org/10.1017/S0272263122000031CrossRefGoogle Scholar