A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners.

Abstract

With the advent of positive psychology in second language (L2) learning, some researchers have undertaken empirical studies to explore emotional variables affecting L2 learning and how positive emotions can enhance the engagement of L2 learners. As an attempt to contribute to this research domain, this project sought to test a model of student engagement based on classroom social climate (CSC) and foreign language enjoyment (FLE) among English language learners in Iran. A sample of 386 intermediate English as a foreign language (EFL) learners took part in this survey by completing the online battery of questionnaires. Structural equation modeling (SEM) was employed for the analysis of the gathered data. The results showed that both CSC and FLE were significant predictors of student engagement, with FLE acting as a stronger predictor. Furthermore, CSC exerted a slight influence on FLE. The findings of the present study verify the contributions of positive psychology to L2 pedagogy, implying that pleasant perceptions of learning context and positive emotions can lead to further student engagement.