Examining the Interplay of Grit, Classroom Emotions, and Willingness to Communicate Among Chinese as a Second Language Learners: A Structural Equation Modeling Approach

Grounded in positive psychology (PP), this study examines the complex relationships between Chinese as a second language (CSL) learners’ second language (L2) grit, specifically perseverance of effort (POE) and consistency of interest (COI), as well as their foreign language enjoyment (FLE), boredom, and willingness to communicate (WTC) in classroom settings. Through a survey of 202 CSL learners and the application of SEM techniques, the study found that POE significantly and positively predicted learners’ WTC in the L2 context. Intriguingly, FLE emerged as a significant and positive predictor of WTC, highlighting the importance of positive emotions in enhancing L2 communication behaviors. Conversely, boredom did not exhibit predictive power on WTC, emphasizing the nuanced and varied nature of classroom emotions that impact L2 communication. Further analysis illuminated the partial mediation of FLE in the relationship between POE and WTC, underscoring the pivotal role of positive psychological strengths in facilitating L2 learning experiences. This study provides valuable insights for educators and scholars seeking to optimize language learning outcomes and experiences by leveraging the principles of PP.