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Despite the rekindled interest in emotions and individual differences in second language acquisition (SLA) under the influence of positive psychology, the interrelationships among regulatory focus, L2 grit and achievement emotions remain under-researched. Drawing on structural equation modeling (SEM) approach, this study aimed to examine the predic...
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Since boredom significantly contributes to diminished motivation among learners of English as a Foreign Language (EFL), there is a need to identify factors that influence boredom. Amidst various elements that can precipitate students’ boredom, educational-related concepts have garnered particular attention, with the learning environment emerging as...
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... For instance, the weak correlation between the two facets of L2 grit (e.g. r = .19 in Mei, Yan, and Shen 2024) and the not-stronger predictive power of the overall L2 grit than its facets (e.g. L2 performance correlated with L2 CI at r = .27 ...
This study aims to test a mediation model to understand how the second language motivational self-system (L2MSS) affects second language (L2) proficiency and intercultural communication competence (ICC) through the mediating effects of foreign language enjoyment, anxiety, and boredom among English as a foreign language (EFL) learners in China. A total of 2,713 Chinese EFL learners, comprising 1,376 English majors and 1,337 non-English majors, voluntarily participated in the present study. Structural equation modeling (SEM) analysis was conducted to analyse the collected data. Additionally, a multigroup SEM approach was applied to compare potential differences between the two major types in the hypothesized relationships. The results revealed that the impacts of the ideal self and learning experience positively and directly predicted L2 proficiency and ICC, whereas the ought-to self had a direct and negative influence. Foreign language enjoyment, anxiety, and boredom mediated the relationships between L2MSS, L2 proficiency, and ICC. Also, L2 proficiency positively affected ICC. Moreover, the multigroup SEM analysis revealed that these two groups did not differ significantly in the hypothesized pathways, suggesting that these relationships were not moderated by students’ majors. These research findings may present significant implications for EFL learners and teachers.
