Critical Thinking and Engagement in Foreign Language Learning: Mediation of Enjoyment, Anxiety, and Boredom and Moderation of Achievement Level

Abstract

Drawing from rational emotive behavior therapy (REBT), this research explored the predictive power of critical thinking (CT) disposition on foreign language (FL) engagement. Additionally, it examined whether emotions mediate this relationship and how achievement levels moderate these mediation effects. The study involved 3238 Chinese secondary students, with data collected through self-reported scales measuring CT disposition, enjoyment, anxiety, boredom, and engagement in FL learning, as well as FL achievement tests. Mediation analysis revealed that CT disposition was significantly and positively associated with FL engagement. Moreover, this relationship was mediated by FL enjoyment, anxiety, and boredom. Additionally, anxiety and boredom notably mediated the relationship between CT disposition and FL engagement, especially among high-achieving students. However, moderated mediation analysis showed that the mediation effect of FL enjoyment did not significantly differ between high-achieving and low-achieving groups. This research holds theoretical, practical, and methodological implications for FL teaching and learning, providing insights into how emotional responses influenced by CT can affect student engagement across different achievement levels.