Impact of linguistic ostracism on subjective well-being and academic achievement of EFL learners: moderating role of foreign language enjoyment

The present study investigates the impact of linguistic ostracism on academic achievement, mediated by subjective well-being, i.e., life satisfaction, positive affect, and negative affect. In addition, aligning with the field of positive psychology and broaden-and-build theory, the study predicts that foreign language enjoyment (FLE) buffers the effects of linguistic ostracism on academic achievement through subjective well-being. The study collects data from Chinese students enrolled in English as a Foreign Language (EFL) programs. A total of 415 students participated in the survey. The findings support the theorized model such that the direct and indirect effects of linguistic ostracism on academic achievement through life satisfaction, positive affect, and negative affect are significant. Moreover, FLE acts as a buffering agent alleviating the impact of linguistic ostracism on academic achievement. The study's findings bring novelty in several ways. First, the study explores the underlying mechanism that uncovers how does linguistic ostracism impact EFL learners' academic achievement. Second, FLE acts as a crucial factor that can shield the negative effects of linguistic ostracism on subjective well-being and academic achievement. Educators can utilize this study's findings to devise and implement interventions that can manage and/or mitigate this phenomenon.