Predictive Role of Emotional Experiences in English Language Proficiency: Evidence from Undergraduates at Kibogora Polytechnic (KP)

Abstract

This study examined the role of emotional factors in shaping English language proficiency outcomes among undergraduate students at Kibogora Polytechnic (KP), a Rwandan university. Data were collected from 88 students using Likert-scale questionnaires and analyzed with descriptive statistics, correlation, and multiple regression models. Descriptive results indicated that students experienced both positive and negative emotions in their English learning. However, negative expectations and outcome emotions were stronger in the assessment. Correlation analyses revealed statistically significant relationships: Positive emotions were found to be strongly associated with improved English language proficiency, while negative emotions consistently hindered performance across all subskills. Overall, emotional determinants emerged as significant predictors of learners’ proficiency, highlighting the crucial role of affective factors in shaping English language outcomes. Activity-related and outcome-positive emotions had the largest positive β-values, whereas anticipatory and outcome-negative emotions exerted inhibitory effects on specific English language skills. The findings underscore the central role of emotional factors in English learning in context where English is a medium of the instruction and highlight the need for integrating affective pedagogical support strategies into teaching and assessment practices.