Foreign Language Enjoyment as a Mediator Between Academic Resilience and WTC: Implications for Quality Education (SDG 4)

Objective: The objective of this study is to investigate the relationships among academic resilience (AR), foreign language enjoyment (FLE), and second language willingness to communicate (L2 WTC), with the aim of emphasising emotional and psychological factors in enhancing language learning, in alignment with SDG 4: Quality Education. Theoretical Framework: In this topic, the main concepts and theories that underpin the research are presented. The Model of Motivation and the Broad-and-Build Theory (BBT) of positive emotions stand out, providing a solid basis for understanding the context of the investigation. Method: The methodology adopted for this research comprises a quantitative approach, with data collected through a questionnaire administered to 306 undergraduates. Correlation, regression, and mediation analyses were employed to assess the relationships among AR, FLE, and L2 WTC. Results and Discussion: The results obtained revealed significant correlations between AR, FLE, and L2 WTC. These findings are interpreted through BBT, highlighting how positive emotions foster resilience and communication willingness. Limitations, including convenience sampling and the cross-sectional design, are also discussed. Research Implications: The practical and theoretical implications are discussed, offering insights on L2 learning practices by fostering supportive environments and positive emotional experiences, contributing to quality education. Originality/Value: This study contributes to the literature by exploring FLE as a mediator between AR and L2 WTC in the Chinese second language acquisition context, with potential to influence both theoretical advancements in Positive Psychology and practical L2 teaching strategies, supporting the global agenda for SDG 4.