Multi‐Ethnic EFL Learners’ Domain‐Specific Grit and Willingness to Communicate: A Moderated Mediation Analysis of L2 Shame and Enjoyment Based on Control‐Value Theory

ABSTRACT Based on the control‐value theory of achievement emotions, there is a gap regarding how self‐conscious emotions, achievement emotions, and personality strengths simultaneously relate to non‐linguistic outcomes in second language (L2) learning. This gap is particularly obvious for Chinese multi‐ethnic learners, an underrepresented population in L2 contexts. Given this, this study explored the associations between under‐researched L2 shame, L2 enjoyment, L2‐specific grit, and L2 willingness to communicate (L2 WTC) using a parsimonious moderated mediation model. Participants were 1,197 learners of English as a foreign language (EFL) from four universities in Chinese multi‐ethnic regions. Data were analyzed by a robust multivariate data analysis software, the PROCESS macro. Results indicated that L2‐specific grit was positively related to L2 WTC, and L2 enjoyment mediated the relationship between the two variables. Furthermore, L2 shame negatively moderated the association between L2‐specific grit and L2 enjoyment, and this moderated effect was subsequently mediated to L2 WTC, resulting in the presence of moderated mediation. These findings supported the application of control‐value theory in EFL settings and extended this mechanism to less‐explored contexts of Chinese multi‐ethnic EFL learning.