Capacity for Self-Regulatory Vocabulary Learning and Learning Enjoyment: The Mediating Role of L2 Vocabulary Selves

Second language (L2) enjoyment has gained recent interest, but little research has attended to the sources of L2 vocabulary learning enjoyment. Drawing on the regulatory focus theory and the assumption that advancing toward a goal can contribute greatly to learning enjoyment, this study examined the extent L2 vocabulary selves and capacity for self-regulatory vocabulary learning are related to vocabulary learning enjoyment. A questionnaire was administered to two cohorts of 897 low-intermediate university students at two different times: one in the middle of a summer semester and the other in the following semester. The ages of the students were in the 17 to 24 range (M = 18.84, SD = 0.79). Hierarchical regression, dominance, relative weight, and Boruta random forest analyses revealed that capacity for self-regulatory vocabulary learning was the most important predictor of L2 vocabulary enjoyment, followed by ideal L2 vocabulary self/own. Mediation analyses showed that capacity for self-regulatory vocabulary learning had a direct effect on L2 vocabulary learning enjoyment, and ideal L2 vocabulary self had a stronger mediating effect than ought L2 vocabulary self. The findings and implications were discussed. Second language (L2) learning enjoyment has been the focus of recent research, but scant research has investigated its sources. The purpose of this study was: a) to examine the extent to which L2 vocabulary selves (i.e., L2 vocabulary future self-concepts with the L2 vocabulary competences that L2 learners desire to acquire to meet their own expectations) and capacity for self-regulatory vocabulary learning (i.e., the perceived ability to regulate commitment, metacognition, satiation, emotion and environment in vocabulary learning) can predict L2 vocabulary learning enjoyment; and b) to investigate whether L2 vocabulary selves can mediate the relationship between capacity for self-regulatory vocabulary learning and L2 vocabulary learning enjoyment. A questionnaire was administered to 897 students at a Vietnam university. The findings indicated that capacity for self-regulatory vocabulary learning was three times as important as ideal L2 vocabulary self and almost seven times more important than ought L2 vocabulary self in terms of predicting L2 vocabulary learning enjoyment. Capacity for self-regulatory vocabulary learning had a direct effect on L2 vocabulary learning enjoyment, explaining 53% of L2 vocabulary learning enjoyment. Ideal L2 vocabulary self and ought L2 vocabulary self had indirect effects on L2 vocabulary learning, significantly mediating the relationship between capacity for self-regulatory vocabulary learning and L2 vocabulary learning enjoyment. Given the current influx of digital stimuli, with clear and specific L2 future self-guides and good practices of self-regulated learning strategies, learners can enjoy and engage in the challenging process of learning L2 vocabulary, achieving the desired L2 vocabulary learning outcomes.