Introduction Grounded in the Three Pillars framework of positive psychology, this study investigates how classroom interaction (CI) and second language (L2) grit relate to college English achievement (CEA), with a particular focus on the mediating roles of foreign language (FL) emotions. Although prior research has examined these variables separately, the mechanisms linking contextual, dispositional, and emotional factors to achievement remain underexplored. Methods A total of 649 second-year non-English-major undergraduates from three universities in eastern China participated in this study. Data were collected using validated scale instruments measuring CI, L2 grit, and FL emotions (enjoyment, anxiety, and boredom), along with students’ comprehensive English course scores. Path analysis in Structural equation modeling and mediation analysis were employed to examine the hypothesized relationships. Results The results indicate that neither CI nor L2 grit exerts a significant direct effect on CEA. However, both variables demonstrate significant indirect effects through FL emotions. Specifically, FL enjoyment positively predicts CEA and fully mediates the relationships between CI and CEA and between L2 grit and CEA. In contrast, FL boredom negatively predicts CEA and also serves as a significant mediator. FL anxiety shows no significant predictive or mediating effect. Discussion These findings highlight the pivotal role of emotional experiences in linking classroom context and learner traits to academic achievement. They suggest that enhancing positive emotions and reducing boredom may be more effective than focusing solely on interaction or perseverance. The study extends the explanatory power of the Three Pillars framework and offers pedagogical implications for emotion-oriented English teaching in tertiary education.
Lu et al. (Fri,) studied this question.