This longitudinal study examines the interconnectedness of foreign language enjoyment (FLE), foreign language anxiety (FLA), and willingness to communicate (WTC) among English major students, while also exploring the predictive role of L2 grit in the hypothesized model. Utilising a cross-lagged panel design and structural equation modeling (SEM), data were collected from 879 English as a foreign language (EFL) students at two-time points. The findings indicate that initial FLE did not significantly predict subsequent WTC or FLA. In contrast, the initial FLA had a substantial impact on future enjoyment and WTC. Additionally, L2 grit predicted FLE, FLA, and WTC only at the initial measurement point. These results highlight the complex and dynamic interplay of affective factors in L2 learning, suggesting that anxiety plays a more critical role over time, while the influence of grit is more immediate. This study contributes to the understanding of how these variables interact longitudinally, providing insights for educators to develop strategies that address anxiety and enhance enjoyment to improve students’ willingness to communicate in a second language.
