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<p>Foreign language enjoyment (FLE) has emerged as a key construct in understanding learners’ emotional engagement in second language acquisition, yet little is known about its underlying subjective configurations among Chinese students. This study employs Q methodology to investigate how different sources of enjoyment are experienced and combined by Chinese university students majoring in English. A concourse of 40 statements covering teacher-, personal-, and social-related enjoyment was Q-sorted by 30 participants into a forced quasi-normal distribution. By-person factor analysis, supplemented by post-sort interviews with high-loading participants, yielded four distinct FLE factors, including a bipolar factor. These factors indicate diverse sources of FLE, including teachers’ linguistic proficiency and non-judgmental support, goal-oriented autonomy, safe classroom participation, and contrasting preferences for collaborative versus independent learning. By integrating Pekrun’s (<CitationRef CitationID="CR31">2024</CitationRef>) Control-Value Theory, the study offers context-specific insights into how FLE may take different forms in English-major classrooms.</p>

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How Chinese Students Experience Foreign Language Enjoyment: A Q Methodology Study

  • 期刊论文

  • 发表日期：

    2026年6月19日

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  • Yeping Liu,
  • Jiaxin Zhu,
  • Weihua Luo

摘要

Foreign language enjoyment (FLE) has emerged as a key construct in understanding learners’ emotional engagement in second language acquisition, yet little is known about its underlying subjective configurations among Chinese students. This study employs Q methodology to investigate how different sources of enjoyment are experienced and combined by Chinese university students majoring in English. A concourse of 40 statements covering teacher-, personal-, and social-related enjoyment was Q-sorted by 30 participants into a forced quasi-normal distribution. By-person factor analysis, supplemented by post-sort interviews with high-loading participants, yielded four distinct FLE factors, including a bipolar factor. These factors indicate diverse sources of FLE, including teachers’ linguistic proficiency and non-judgmental support, goal-oriented autonomy, safe classroom participation, and contrasting preferences for collaborative versus independent learning. By integrating Pekrun’s (2024) Control-Value Theory, the study offers context-specific insights into how FLE may take different forms in English-major classrooms.