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This study reports on the results of a survey that investigated the mediating effect of second language (L2) motivation nexus between L2 enjoyment and engagement in blended learning context. To this end a questionnaire survey was administered on 698 Chinese English as a foreign language (EFL) leaners. The collected data were processed by means of multiple linear regression, and mediation analysis. Results revealed a high level in L2 motivational self system (L2MSS), foreign language enjoyment (FLE) and learning engagement (LE) among the participants and significant positive relationships among all three constructs. Mediation analysis demonstrated that L2MSS partially mediates the effect of FLE on LE, with L2 learning experience and motivational intensity serving as significant mediating factors. Specifically, FLE directly predicts LE and indirectly influences it through enhancing the L2MSS components. These findings shed light on establishing an emotion-motivation framework within the technological learning environments. Pedagogical implications are also discussed.
Li et al. (Thu,) studied this question.