Examining the relationship between peer support and foreign language emotions in online learning: the mediating effect of self-efficacy.

Introduction: With the proliferation of online learning, understanding students' affective experiences in digital foreign language courses has become imperative. Methods: This mixed-methods study investigates how peer support and selfefficacy shape the emotional experiences of 502 Chinese undergraduate students in online English courses. Quantitative analyses using surveys were conducted to examine the relationships between peer support, self-efficacy, enjoyment, and anxiety. Qualitative analyses of interviews provided additional insights. Results: Quantitative analyses reveal that peer support positively predicts higher levels of foreign language enjoyment and anxiety. Self-efficacy was found to partially mediate this relationship, with peer support strengthening self-efficacy, which, in turn, positively influences enjoyment and anxiety. Qualitative analyses provide converging yet nuanced insights into how peer support enhances selfefficacy and emotions beyond the surveys. Discussion: The findings provide insight into optimizing online language courses through peer support and self-efficacy development tailored to diverse student needs. Limitations around sample selection, self-reported measures, and scope of relationships examined present opportunities for future research. [ABSTRACT FROM AUTHOR]

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