Fuzzy-set qualitative comparative analysis (fsQCA) in second language acquisition: An applied example of writing engagement

Abstract

Fuzzy-set qualitative comparative analysis (fsQCA) has great potential in second language acquisition research but remains underutilized, partly due to its complex theory and limited guidance on practical application. This paper fills this gap by providing a comprehensive introduction to this method, demonstrating its value in uncovering nonlinear, asymmetric causal patterns that are often overlooked by traditional methods. Through an empirical example of writing engagement in SLA, the paper walks through the practical steps of using fsQCA, including conditions selection and model construction, data calibration, necessary condition test, configurational analysis, and presentation and explanation of solutions. FsQCA results revealed how distinct configurations of writing emotions, including hope, enjoyment, anxiety and boredom, affect students’ writing engagement. The paper concludes by discussing the prospects of fsQCA in educational research, including its potential integration with other methods, its adaptability to longitudinal research, and its capacity to model mediation and moderation effects. This work provides a valuable guide for researchers seeking to apply fsQCA to explore the complexities of educational phenomena, especially in the context of SLA.