Enjoyment and second/foreign language learning
A three-level meta-analysis
Bibliographic Data
| ID | 22428186 |
|---|---|
| Authors | Xinjie Chen (0000-0002-5492-225X, Chinese University of Hong Kong, corresponding author), Jean-Marc Dewaele (0000-0001-8480-0977, University of Modena and Reggio Emilia), Zhenyi Zhou (Chinese University of Hong Kong) |
| Year | 2026 |
| Pages | 1-37 |
| Publication date | 2026-07-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Innovation in Language Learning and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1750-1229 • E-ISSN: 1750-1237 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17501229.2026.2699419 |
| OpenAlex | W7168142923 |
| Language | EN |
| References cited | 123 |
The exponential growth in research on the role of enjoyment in second/foreign language (FL) learning necessitates an updated synthesis and a new approach to overcome the limitations of earlier meta-analyses. Using a three-level meta-analytic approach, the current meta-analysis will review and summarize previous studies up to 2025. Based on a throughout search, we included 80 empirical studies with 43,599 participants with 147 effect sizes. Results revealed an overall positive relationship between FLE and FL learning achievement, with a pooled r = 0.30 (95% CI: 0.26, 0.33; p < 0.001). The size of the database made it possible to identify moderators whose effects on the relationship between FLE and FL learning achievement had not yet been identified in previous meta-analyses. Moderation analyses highlighted the study’s novelty by revealing that the relationship between FLE and FL achievement was significantly stronger when FLE was measured as an overall construct or private dimension than as a social dimension. Furthermore, the correlation is more pronounced for self-perceived FL achievement than for objective language tests and course grades. The relationship between general FL achievement and FLE is stronger than that between domain-specific achievement and FLE. Age was also a significant moderator, with the association slightly weakening in older learners. These findings provide a more nuanced understanding of how FLE plays a role in language learning.
Comprehension approach · Language acquisition · Language assessment · Qualitative research · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Second Language Acquisition and Learning
Cochrane Handbook for Systematic Reviews of Interventions
Trait Emotional Intelligence and Classroom Emotions
L2 Selves, Emotions, and Motivated Behaviors
Emotions that facilitate language learning
Fitting three-level meta-analytic models in R
Gender Differences in Life Satisfaction Among Children and Adolescents
Foreign language enjoyment and anxiety
Understanding the Relationship Between Grit and Foreign Language Performance Among Middle School Students
The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation
Does the effect of enjoyment outweigh that of anxiety in foreign language performance?
The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and Anxiety
Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching
Meta-regression approximations to reduce publication selection bias
The AEQ-S
Outlier and influence diagnostics for meta-analysis
Role of the Emotions and Classroom Environment in Willingness to Communicate
Measuring emotions in students’ learning and performance
Foreign Language Enjoyment and Foreign Language Classroom Anxiety
Three-level meta-analysis of dependent effect sizes
Operating Characteristics of a Rank Correlation Test for Publication Bias
Quantifying heterogeneity in a meta‐analysis
The broaden–and–build theory of positive emotions
The Measurement of Observer Agreement for Categorical Data
Conducting Meta-Analyses in R with the metafor Package
The predictors of exam performance of Kazakh university students and secondary school pupils learning Turkish
Foreign language anxiety, enjoyment, and boredom among Chinese secondary students
Predicting EFL Learners’ Achievement from Their Two Faces—FLE and FLCA
Future selves, enjoyment and anxiety as predictors of L2 writing achievement
Ideal L2 self and foreign language achievement
Anxiety and enjoyment of older learners of English in Chinese Universities of the third age
An exploratory study on the relationships between positive emotions and target language vocabulary knowledge
Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China
Sources and effects of foreign language enjoyment, anxiety, and boredom
Development and validation of the reading motivation questionnaire in an English as a foreign language context
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The Development and Validation of the Short Form of the Foreign Language Enjoyment Scale
A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing
The predictive roles of enjoyment, anxiety, willingness to communicate on students’ performance in English public speaking classes
The complex relationship between classroom emotions and EFL achievement in China
The relationships between young FL learners’ classroom emotions (anxiety, boredom, & enjoyment), engagement, and FL proficiency
The mechanism for the positive effect of foreign language peace of mind in the Chinese EFL context
How distinctive is the foreign language enjoyment and foreign language classroom anxiety of Kazakh learners of Turkish
The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement
The Relationship Between Foreign Language Enjoyment and Gender Among Secondary Grammar School Students
The link between parenting approaches and health behavior
The relationship between resilience and second language learning achievement
The effects of student and teacher variables on anxiety, enjoyment, and boredom among Chinese high school EFL learners
The merit of grit and emotions in L2 Chinese online language achievement
Foreign language enjoyment overcomes anxiety and boredom to boost oral proficiency in the first year of English foreign language learning
How the Effects of Foreign Language Enjoyment, Anxiety, Boredom and Peace of Mind on Attitude/Motivation Change With Skill Level, Academic Achievement and Age
Changes in interlanguage complexity during study abroad
A latent profile analysis of EFL learners’ self-efficacy
Ideal L2 self, enjoyment, and strategy use in L2 integrated writing
Positive emotional stimuli in teaching foreign language vocabulary
How does basic psychological needs satisfaction contribute to EFL learners’ achievement and positive emotions? The mediating role of L2 self-concept
How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners
Profiles of motivation and engagement in foreign language learning
Understanding Chinese high school students’ Foreign Language Enjoyment
Predictors of foreign language proficiency
Contributions of foreign language writing emotions to writing achievement
Effects of ASR-based websites on EFL learners’ vocabulary, speaking anxiety, and language enjoyment
A latent profile analysis of Chinese high school students’ control and value appraisals
Conceptualisation, measurement, and prediction of foreign language learning psychological capital among Chinese EFL students
Unpacking the factors related to flourishing among bilingual adults in the U.S
A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement
Exploring urban-rural differences in foreign language enjoyment, anxiety, boredom, and burnout among Chinese secondary students
Understanding pre-adolescent learners’ foreign language enjoyment
A latent profiling approach to foreign language enjoyment and L2 achievement
Maternal education, classroom emotions, and literacy outcomes among grade 3/4 EFL learners
The contribution of grit, emotions and personal bests to foreign language learning
Self-guides, enjoyment, gender, and achievement
The role of enjoyment and boredom in shaping English language achievement among ethnic minority learners
Anxiety and enjoyment in oral presentations
The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research
Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings
| Citation velocity | historical |
|---|---|
| Highly cited | No |