Motivational intensity and self-perceived Chinese language proficiency: A moderated mediation model of L2 enjoyment and boredom

Abstract

Along with the evolution of positive psychology, research in noncognitive factors (e.g. enjoyment and boredom) has gradually flourished in second language (L2) education in recent years. However, previous studies have not examined how enjoyment, boredom, and motivational intensity concurrently predict the self-perceived L2 language proficiency (SPL2P) of younger L2 learners in the Chinese language learning context. To fill the gap, this study investigated 251 ( N = 251) L2 Chinese students from 13 elementary and secondary schools in New Zealand, a population that has scarcely been featured. Embracing the PROCESS macro software, the results of the moderated mediation model indicated that L2 motivational intensity significantly predicted SPL2P, and L2 enjoyment positively mediated the association between L2 motivational intensity and SPL2P. Yet, L2 boredom negatively moderated the relationship between L2 motivational intensity and L2 enjoyment, and the strength of the mediated effect decreased along with the increasing level of L2 boredom. Theoretically, this study extended and validated the existing emotion measurements and theories from English language learning to L2 Chinese learning. Pedagogical implications are provided for L2 Chinese educators.