Based on Fredrickson’s (2001) broaden-and-build theory, this study investigates how Foreign Language Enjoyment (FLE; consisting of teacher appreciation, personal enjoyment, and social enjoyment) mediates the relationship between Informal Digital Learning of English (IDLE) and EFL secondary students’ willingness to communicate in a second language (L2 WTC) inside and outside the classroom. We collected survey data from 308 EFL Hong Kong secondary students who lacked any international experience (ages 12–18). After controlling for demographic data, the results show that teacher appreciation, personal enjoyment, and social enjoyment all mediate the relationship between IDLE and L2 WTC inside the classroom, while personal and social enjoyment mediate the link outside the classroom. A closer look reveals that personal enjoyment, rather than social enjoyment or teacher appreciation, plays a larger role in mediating the relationship. Practically, these findings shed light on the underlying mechanisms by which IDLE and different aspects of FLE can potentially improve the L2 WTC of Asian EFL learners who primarily learn and practice English in the classroom. These findings have implications for future interventions aimed at enhancing L2 WTC by increasing L2 enjoyment in EFL learners. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.

This mixed-methods study investigates whether and to what extent positive psychology constructs (classroom enjoyment, grit, and growth mindset) and Extramural English predict primary school students’ willingness to communicate in a second language (L2 WTC) both in the classroom (a fictitious but common setting for English communication among English as an Foreign Language [EFL] students) and outside the classroom (a natural and increasingly prevalent environment for EFL communication). We collect and analyze survey data from 160 EFL primary school students in Hong Kong (ages 6–13 years old). Hierarchical regression analyses reveal that L2 WTC in the classroom is predicted by classroom enjoyment, grit, and Extramural English. A slightly different picture emerges outside of the classroom, with grit, growth mindset, and Extramural English predicting L2 WTC. Semi-structured interviews (N = 8) confirm and elaborate on the quantitative findings. Our findings suggest that through grit- and Extramural English-integrated intervention programmes, EFL teachers can improve young learners’ L2 WTC both inside and outside the classroom. Furthermore, teachers can improve young learners’ L2 WTC in the classroom by creating a positive learning environment, while also improving their L2 WTC outside of the classroom by cultivating their growth mindset system. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.