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This study examines the direct and indirect role of personality traits (shyness) and emotions (enjoyment and boredom) in predicting second and foreign language classroom engagement, alongside the antecedents of emotions in Chinese learning. A questionnaire survey was conducted among 519 multilingual Chinese learners in Thailand, a population that remains largely underexplored in existing research. Quantitative analyses revealed that shyness indirectly predicts classroom engagement through the mediating roles of enjoyment and boredom, highlighting the interaction of personality strength and emotions. Qualitative findings identified that enjoyment is predominantly shaped by teacher-related factors, whereas boredom is more closely associated with Chinese content-related aspects. Additionally, the emergence of novel themes within Chinese learning underscores the domain-specific nature of emotions. The study concludes by discussing its pedagogical implications, offering insights into enhancing classroom engagement through tailored instructional strategies.
Zhao et al. (Sun,) studied this question.