ArticleFrontiers in psychology2022
Enhancing Chinese EFL Students' Academic Engagement: The Impact of L2 Enjoyment and Academic Motivation.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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9 citing papers in PubMed.
- The association between perceptions of GenAI-mediated feedback for English pronunciation practice and academic engagement: the mediating role of foreign language enjoyment.Frontiers in psychology · 2026Article
- The associations between students' attitudes toward AI and learning engagement: serial mediating roles of perceived autonomy and learning enjoyment.Frontiers in psychology · 2025Article
- Effects of gamification on EFL learning: a quasi-experimental study of reading proficiency and language enjoyment among Chinese undergraduates.Frontiers in psychology · 2025Article
- Academic buoyancy and academic engagement in English speaking learning among Chinese college students: the mediation of enjoyment and the moderation of anxiety.Frontiers in psychology · 2025Article
- Exploring factors influencing students' self-feedback: insights from a structural equation modeling analysis using an extended theory of planned behavior framework.Frontiers in psychology · 2025Article
- Article
- Enhancing Chinese students' academic engagement: the effect of teacher support and teacher-student rapport.Frontiers in psychology · 2023Article
- Examining the association between peer support and English enjoyment in Chinese university students: the mediating role of regulatory emotional self-efficacy.Frontiers in psychology · 2023Article
- Toward the favorable consequences of academic motivation and L2 enjoyment for students' willingness to communicate in the second language (L2WTC).Frontiers in psychology · 2022Review
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1 author.
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Abstract
Students' personal, emotional, and psychological traits are perceived to be highly influential in their academic engagement; therefore, many investigations have been conducted into the role of students' characteristics in their level of engagement. Yet, the role of L2 enjoyment and academic motivation as two instances of students' emotional traits was disregarded. To narrow this gap, this article aimed to assess the effects of these two constructs on Chinese EFL students' academic engagement. To accomplish this, three pre-designed scales were virtually administered to 490 Chinese students. Using the Spearman Rho test, significant correlations were discovered among the variables. Further, through regression analysis, the predictive power of dependent variables was also assessed. Chinese students' academic engagement was proved to be favorably predicted by L2 enjoyment and academic motivation. The implications and limitations are finally discussed.
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