How Gender Shapes the Links Between Motivation, Enjoyment, and English Proficiency in China: Evidence From a Mixed-Methods Study

This study investigates how gender influences the relationships between students’ motivation to learn English, their enjoyment of English learning, and their English proficiency in a Chinese university context. Drawing on positive psychology and second language acquisition (SLA) theories, we examine whether female, male, and nonbinary first-year undergraduates differ in how motivation and enjoyment relate to English proficiency. The study aims to fill gaps in understanding the interplay of motivation and positive emotion in language learning, especially concerning gender differences in an Asian EFL (English as a Foreign Language) context. A mixed-methods approach was adopted, comprising a quantitative survey of 300 first-year non-English-major undergraduates (aged 18–20) and follow-up qualitative interviews. All participants were enrolled in a compulsory College English course at a public university in southeastern China and had prior formal English instruction. The survey measured students’ English learning motivation and enjoyment using established Likert scales, and their English proficiency via a standardized test score. Reliability and validity of the scales were confirmed (Cronbach’s α > 0.80). Structural Equation Modeling (SEM) was used to examine direct, mediated, and moderated relationships among motivation, enjoyment, and proficiency. Multi-group SEM analyses were conducted to compare paths across gender groups (female, male, nonbinary). Semi-structured interviews with 15 students (5 per gender group) explored in depth how learners perceive the role of motivation and enjoyment in their English learning experience. Findings: Quantitative results showed that motivation and enjoyment were each significant positive predictors of English proficiency (p < 0.001). Enjoyment also partially mediated the effect of motivation on proficiency, indicating that motivated students often achieved higher proficiency by experiencing greater enjoyment in learning. Multi-group analyses revealed notable gender differences. Female students reported higher motivation and enjoyment on average than male students, and the positive link between enjoyment and proficiency was significantly stronger for females; by contrast, male students’ proficiency was more strongly tied to their motivation. The small group of nonbinary students showed patterns resembling the female group (high enjoyment-benefit) but with high individual variability. Interview findings corroborated these patterns: Female learners often mentioned that enjoyment in English classes (e.g. fun group activities) boosted their confidence and willingness to practice, thereby improving their skills, whereas many male learners described motivation in terms of personal goals (e.g. passing exams, career needs) as their main driver of studying, regardless of enjoyment. Nonbinary participants highlighted unique challenges but similarly emphasized the importance of an inclusive, enjoyable learning environment. Together, the mixed-methods evidence suggests that gender shapes not only the levels of motivation and enjoyment, but also the way these factors translate into language learning success. Originality/Implications: This study is among the first to integrate positive emotion (enjoyment) and motivation in examining English proficiency outcomes through a gender lens in the Chinese EFL context. It contributes to SLA theory by demonstrating how positive emotional experiences mediate motivational effects on achievement, and that these dynamics vary by gender. Practically, the findings urge educators and curriculum designers in Chinese universities and similar contexts to foster enjoyable, motivating language learning environments that cater to different genders. For example, teachers should create supportive, low-anxiety classrooms and engaging activities to sustain female students’ enjoyment, while also providing goal-oriented, autonomy-supportive tasks that tap into male students’ pragmatic motivations. Recognizing nonbinary students in L2 classrooms and ensuring inclusive practices is also recommended. By highlighting gender-specific needs and strengths, this research suggests more tailored pedagogical strategies can improve English proficiency outcomes for diverse learner groups. Overall, the study underscores the value of a mixed-methods approach in uncovering nuanced psychosocial factors in language learning and offers insights to enhance both theory and practice in language education.