How emotions shape engagement in EMI classrooms: A configurational fsQCA approach

Recent developments in second language acquisition research have highlighted the crucial role of emotions in shaping learners' engagement, especially within English Medium Instruction environments. While individual emotions such as anxiety or enjoyment have been widely studied, limited attention has been paid to how multiple emotions co-occur and interact to influence classroom engagement. This study addresses this gap by examining the interplay of seven emotions (surprise, curiosity, surprise, confusion, confusion, anxiety, boredom) on engagement in EMI classrooms among Chinese learners of English as a foreign language. Employing fuzzy-set qualitative comparative analysis, data from 589 university students were analyzed. The findings revealed that no single emotion independently predicted engagement. Instead, five distinct emotional configurations emerged, indicating diverse combinations of emotions influence engagement. This research enriches current understanding by exposing the intricate emotional mechanisms driving engagement through a configurational perspective. The results highlight the importance for educators to recognize students’ diverse emotional landscapes and promote positive emotions.