Abstract
An increasing attention has already been paid to learners’ positive emotions. However, investigating the role of foreign language peace of mind (FLPoM) in language learners’ academic engagement has received scant attention. The present study therefore aims to explore whether EFL learners’ FLPoM, foreign language enjoyment (FLE), and psychological capital (PsyCap) can impact their academic engagement. The participants were 200 EFL learners who completed four questionnaires. The results of structural equation modelling (SEM) analysis revealed that learners’ FLPoM, FLE, and PsyCap significantly contributed to their academic engagement. Moreover, FLE was identified as the strongest predictor of academic engagement. The results of the present study highlighted the criticality of positive emotions in expanding learners’ engagement in learning a foreign language. Regarding the tenets of self-determination theory, the findings imply that psychological resources coupled with positive relatedness can yield effective engagement. Finally, suggestions for future research were offered.
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