The role of positive learning emotions in sustaining cognitive motivation for multilingual development

This qualitative study explores the influence of learning emotions on the sustainment of cognitive motivation in multilingual development. Specifically, it examines whether positive emotions experienced during the learning process contribute to the maintenance of cognitive motivation in future language use. The study adopted a multiple-case design, involving nine multilingual learners in China, and utilised individual interviews and written documents as data sources. The findings of this study reveal a subtle relationship between positive emotions and the sustainment of cognitive motivation for multilingual development. Specifically, it was observed that not all positive emotions necessarily contributed to the maintenance of cognitive motivation from the learning process to later stages of language use. Rather, the sustainment of cognitive motivation appeared to be more closely linked to positive emotions that were directly related to the learner's sense of self such as self-satisfaction or an enhancement of their self-efficacy. This study thus highlights the need for a more precise approach to fostering positive emotional experiences that are specifically tied to learners' sense of self, in order to promote long-term language learning success and effective language use in professional settings.