ABSTRACT Purpose This study aimed to identify different profiles of foreign language learners' motivation and engagement (ME) and examine their relationships with university-level learning environments (i.e. supportive facilities, academic freedom, and learning resources) and students' generic learning outcomes (i.e. academic efficacy and overall satisfaction with language learning). Methodology With a sample of 1,005 foreign language learners in Chinese universities, the study adopted a person-centred approach and conducted the latent profile analysis to identify distinct ME profiles. The robust three-step method (R3STEP) was used to test how university-level learning environments contributed to the categories of language learners' ME. The Block-Croon-Hagenaars approach (BCH) was conducted to reveal how different ME profiles were related to learners' generic learning outcomes. Findings The study identified three profiles of language learners' ME with distinctive characteristics, and unraveled their relationships with environmental antecedents and students' learning outcomes. Specifically, academic freedom and learning resources played a significant role in shaping these profiles. Interestingly, the seemingly “maladaptive” learners reported higher levels of academic efficacy and overall satisfaction. Value This study provided new insights into the positive role of maladaptive motivation, especially negative emotions, in enhancing engagement and learning outcomes among Chinese foreign language learner.