English vocabulary correlates with confidence and metacognitive control at both time points but with monitoring accuracy only at T0, and with only the negative emotions boredom and anxiety at T1¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? English vocabulary at T0 was positively correlated with confidence judgments and relative monitoring accuracy at T0 and with metacognitive control at T0 and T1; vocabulary at T1 correlated with confidence and metacognitive control at T1 but not with relative monitoring accuracy. → Palladino 2025 q3 i? Boredom and anxiety at T1 were negatively correlated with English vocabulary at both time points, while enjoyment did not correlate with vocabulary. → Palladino 2025 (2)

Evidence¶

Palladino 2025¶

Palladino, P., Trotta, E., Bonvino, A., Carlucci, L., & Cottini, M. (2025). How do you feel during English class? Emotions and metacognition in primary school children learning English as a second language. Metacognition and Learning. https://doi.org/10.1007/s11409-025-09414-4

q3 · i? · associational · r2

Pearson correlation analysis across the measures at both administration points (Table 3). At T0, children with higher vocabulary showed higher confidence, better discrimination between correct and incorrect responses, and better control of their test performance; at T1, vocabulary was associated with confidence and metacognitive control but not with relative monitoring accuracy.

"English vocabulary at T0 was positively correlated with confidence judgements and relative monitoring accuracy at T0 and with metacognitive control at both T0 and T1."

Palladino 2025 (2)¶

Palladino, P., Trotta, E., Bonvino, A., Carlucci, L., & Cottini, M. (2025). How do you feel during English class? Emotions and metacognition in primary school children learning English as a second language. Metacognition and Learning. https://doi.org/10.1007/s11409-025-09414-4

q3 · i? · associational · r2

The correlation analysis partly confirmed Hypothesis 3: at T0, vocabulary and emotions did not correlate, but by T1 only the negative emotions related to vocabulary, contrary to the expectation that all three emotions would relate.

"However, boredom and anxiety at T1 were both negatively correlated with English vocabulary at both T0 and T1. On the other hand, enjoyment did not correlate with English vocabulary performance at either time point."

Discussion¶

Learner Variables¶

• Academic Anxiety — predictor: learners who differ on it differ in outcomes
• Achievement Emotions — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Boredom is the only achievement emotion predicting English vocabulary growth in primary school L2 learners; enjoyment and anxiety show no significant effect — related
• Over six months, English vocabulary, relative monitoring accuracy and metacognitive control improved, and boredom increased, while enjoyment and anxiety showed no significant change — related
• Better metacognitive monitoring and control at the start of the year are correlated with lower boredom and anxiety about English at year's end — related
• Metacognitive confidence judgments and control predict English vocabulary performance from the beginning to the end of the school year in primary school children — related
• Young children maintain correct responses more easily than they withdraw incorrect responses on an L2 vocabulary task — related