A structural equation modelling study of the relationships between L2 motivation and foreign language enjoyment and English proficiency among Chinese EFL learners

Abstract Grounded in the L2 Motivational Self System and positive psychology, this study examined how subdimensions of L2 motivation and foreign language enjoyment (FLE) are associated with English proficiency among Chinese EFL university students. Data from 508 first-year non-English majors were analyzed using structural equation modeling, supplemented by multiple regression analyses. The analysis of data revealed that ideal L2 self and personal fulfilment were most strongly associated with proficiency. While teacher support also displayed a positive association, peer support was not significantly related to proficiency. Structural modeling further indicated that FLE statistically mediated the associations between L2 motivational subdimensions and proficiency, partially for ideal and ought-to L2 selves and fully for L2 learning experience. These findings indicate the differential roles of motivational and enjoyment subdimensions in relation to English proficiency and highlight the importance of enjoyment in linking motivation to language learning outcomes.