Abstract
Recent research has highlighted the significant impact of students' enjoyment, hope, and effort on their academic English learning within social contexts. However, the complex interconnections among these factors remain unexplored. To address this gap, the present study employs a quantitative approach to investigate the combined influence of specific dimensions of students' enjoyment and hope on their effort in learning English. A sample of 711 Chinese senior high school students participated in the study by completing questionnaires on enjoyment, hope and effort. The findings, based on structural equation modeling, suggest that FLE-Private (one dimension of foreign language enjoyment) and pathways (one dimension of hope) directly and positively influence students' effort in foreign language learning. This research offers valuable insights for educators aiming to enhance students' enjoyment in English learning, foster their strategic approach to language acquisition, and promote their academic success.