The Relationship Between College Students’ Emotional Intelligence, Foreign Language Enjoyment, and L2 Willingness to Communicate: A Variable-Centered and Person-Centered Perspective

In the field of second language acquisition, there is a growing recognition of the importance of emotional factors, particularly emotional intelligence (EI), in influencing learners' willingness to communicate (WTC) in a second language (L2). However, previous studies have predominantly adopted a variable-centered approach, often overlooking individual heterogeneity and the mediating role of foreign language enjoyment (FLE) in the relationship between EI and WTC. To address these gaps, this study integrated variable-centered and person-centered approaches to examine 1111 students from Chinese private colleges, representing a distinct educational ecology. Questionnaires were used to measure EI, FLE, and L2 WTC, followed by mediation analysis and latent profile analysis (LPA). Results indicated that EI positively predicted WTC (<i>β</i> = 0.217, <i>p</i> < 0.001), with FLE partially mediating this relationship (indirect <i>β</i> = 0.135, <i>p</i> < 0.001), accounting for 38.3% of the total effect (<i>β</i> = 0.352, <i>p</i> < 0.001). LPA identified three learner profiles-"High EI-High Enjoyment," "Moderate EI-Moderate Enjoyment," and "Low EI-Low Enjoyment." These profiles differed significantly in L2 WTC (<i>p</i> < 0.005), although the effect size was small (<i>η</i>² = 0.002). The findings revealed that learners with higher emotional intelligence and enjoyment tended to report greater willingness to communicate. However, the overall effect was small, suggesting that emotional factors may serve as facilitators rather than decisive determinants of L2 communication. Despite the modest magnitude of these differences, the pattern highlights subtle yet meaningful emotional dynamics underlying L2 communication behavior. By integrating person- and variable-centered perspectives, this study contributes methodological refinement and provides cautiously framed pedagogical implications for fostering emotional engagement and communicative willingness among diverse L2 learners.