Foreign Language Enjoyment and Engagement Among EFL Students in Selected Chinese Universities

Abstract

This study explores the levels of foreign language enjoyment and English learning engagement among English as a Foreign Language (EFL) college students in selected Chinese universities and examine the relationship between these two factors. A survey was conducted among 552 non-English major students from five different universities in four provinces of China. Respondents generally agreed with indicators of FLE, including FLE-Private, FLE-Teacher, and FLE-Atmosphere dimensions, but their sense of accomplishment, satisfaction, and interest in EFL learning was relatively weak. The participants demonstrated active participation and enthusiasm in different aspects of English learning engagement, encompassing behavioral, emotional, cognitive, and social dimensions. This underscores the significance of considering and addressing multiple facets of engagement during the process of learning the English language. The study highlighted significant relationships between FLE and English learning engagement.