Exploring the relationship between achievement emotions, student engagement, and foreign language achievement among Chinese L3 learners

Existing research on Chinese foreign language (FL) learners has documented the complex relationship between their achievement emotions, student engagement, and FL achievement. However, most studies have focused on second language (L2) learners, with limited attention given to third language (L3) learners. This study aimed to explore the levels of achievement emotions and student engagement among Chinese learners of Japanese as a L3, clarify the relationships between achievement emotions, student engagement, and FL achievement, and examine the mediating role of student engagement. Questionnaire data were collected from 337 students learning Japanese as L3 at Chinese universities and high schools. Correlation and regression analyses revealed that foreign language enjoyment (FLE) has a direct impact on student engagement and FL achievement, while foreign language boredom (FLB) affects FL achievement only through the mediating effect of student engagement. Moreover, although foreign language classroom anxiety (FLCA) and student engagement showed a negative correlation, FLCA was not a significant predictor of student engagement or FL achievement. The findings highlight the importance of FLE in facilitating both student engagement and FL achievement in L3 learning settings. Based on the findings, constructive implications for L3 educators to foster FL achievement were discussed.