Chinese EFL Learners’ Emotion, Engagement and Language Achievement: A Latent Profile AnalysisV

Learner engagement and achievement emotion play a significant role in language learning. However, related research is scant in the field of second language acquisition (SLA). The present study sets out to narrow the gap. It adopts a person-centered latent profile analysis, aiming at discovering the unobserved sub-groups and patterns of foreign language enjoyment, foreign language classroom anxiety, behavioral engagement, and self-perceived achievement within 300 Chinese EFL learners. The results indicate that three distinct profiles could be identified, namely high-FLE, low-FLE, and medium-FLE, each of which appears to have a unique pattern of emotions, engagement and self-perceived achievement. The medium-FLE profile takes the largest proportion of all participants, while the high-FLE profile has the least population. Foreign language (FL) teachers are recommended to carry out interventions to improve learners’ positive experience in learning FL and to better engage learners in activities to improve their achievement.