An Empirical Study on the Relationships between Critical Thinking, Foreign Language Enjoyment and Learning Engagement in Second Language Learners

The importance of critical thinking and foreign language enjoyment to language learning is widely recognized, but the relationships among the three and specific pathways are not yet fully understood. Grounded in rational-emotive theory, this empirical study surveyed 78 second language learners to investigate the relationships between critical thinking, foreign language enjoyment and learning engagement. Semi-structured interviews and online data mining are also employed to obtain comprehensive data. Findings emerge after data analysis: 1) Learners’ skill of fairness is top rated in scale of critical thinking, teacher-related factors score highest in foreign language enjoyment and affective engagement ranks highest across five dimensions of learning engagement; 2) Critical thinking and foreign language enjoyment significantly and positively predict learning engagement; 3) Critical thinking significantly and positively predicts foreign language enjoyment; and 4) Critical thinking indirectly affects learning engagement by enhancing foreign language enjoyment, indicating that foreign language enjoyment partially mediates between critical thinking and learning engagement. The findings validate the significance of cultivating critical thinking and arousing positive emotions in enhancing language learners’ engagement in learning. Implications are also discussed.