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Exploring Chinese university students’ foreign language enjoyment, engagement and willingness to communicate in EFL speaking classes

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  • Jie Lin

    (Education University of Hong Kong)

  • Yongliang Wang

    (North China University of Water Resources and Electric Power)

Abstract

Growing research attention has focused on examining the role of emotions in Second Language Acquisition (SLA), with particular emphasis on positive emotions and student engagement as significant factors in promoting various aspects of human behavior and cognition. Despite the significance of Willingness to Communicate (WTC) in understanding learners’ communicative behaviors in a foreign language, there still exist gaps in understanding how positive emotions like Foreign Language Enjoyment (FLE) and behavioral engagement relate to WTC. This study investigates the relationships among FLE, behavioral engagement, and WTC within the Chinese English as a Foreign Language (EFL) context, drawing upon the Broaden-and-Build theory. Therefore, the study examined how 690 Chinese EFL college students perceive FLE and behavioral engagement related to their WTC by using a quantitative method. The findings revealed significant positive relationships between FLE and behavioral engagement with WTC, with FLE showing a stronger association than behavioral engagement. Moreover, FLE and WTC could significantly and strongly predict WTC. These findings offer valuable insights for educational practices and policy development, suggesting the potential benefits of incorporating enjoyment-focused strategies in language learning. Additionally, this research contributes to our understanding of how positive emotions, particularly enjoyment, may work alongside other factors to enhance students’ communicative competence and overall experience in language learning.

Suggested Citation

  • Jie Lin & Yongliang Wang, 2025. "Exploring Chinese university students’ foreign language enjoyment, engagement and willingness to communicate in EFL speaking classes," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-13, December.
    • Handle: RePEc:pal:palcom:v:12:y:2025:i:1:d:10.1057_s41599-025-04948-z
    DOI: 10.1057/s41599-025-04948-z
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    References listed on IDEAS

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    1. Henry Kaiser, 1974. "An index of factorial simplicity," Psychometrika, Springer;The Psychometric Society, vol. 39(1), pages 31-36, March.
    2. Jung-Sook Lee, 2014. "The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality?," The Journal of Educational Research, Taylor & Francis Journals, vol. 107(3), pages 177-185, May.
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