Universal Journal of Educational Research 8(10): 4853-4862, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.081057 Relationship between Willingness to Communicate in English and Foreign Language Enjoyment Yin Kun * , Fatiha Senom, Chew Fong Peng Department of Language and Literacy Education, University of Malaya, Malaysia Received March 15, 2019; Revised July 15, 2020; Accepted July 29, 2020 Cite This Paper in the following Citation Styles (a): [1] Yin Kun, Fatiha Senom, Chew Fong Peng , "Relationship Between Willingness to Communicate in English and Foreign Language Enjoyment," Universal Journal of Educational Research, Vol. 8, No. 10, pp. 4853 - 4862, 2020. DOI: 10.13189/ujer.2020.081057. (b): Yin Kun, Fatiha Senom, Chew Fong Peng (2020). Relationship Between Willingness to Communicate in English and Foreign Language Enjoyment. Universal Journal of Educational Research, 8(10), 4853 - 4862. DOI: 10.13189/ujer.2020.081057. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract This research sets out to investigate the relationship between WTC (willingness to communicate) in English and FLE (Foreign Language Enjoyment) among Chinese EFL (English as a foreign language) learners in normal universities in Shandong Province, China. This is a quantitative research through survey technique via a questionnaire on students’ demographic variables, WTC, and FLE. The data collected from 128 recruited students have been addressed by SPSS (Statistical Package for Social Science) and AMOS (Analysis of Moment Structures). The outcomes of this research show that the tertiary EFL students in Shandong normal universities evaluated themselves as taking a high level of FLE and L2 WTC. Besides, data exhibited there was a significant positive relationship that is moderately strong between FLE and L2 WTC. Furthermore, the multiple regression analysis showed that FLE-teacher is the FLE dimension that significantly impacts on L2 WTC. Through the achievement of the fitness indexes required for GFI (Goodness of Fit Index), Ratio Chisq/df (Chi-square/ Degrees of Freedom), and RMR (Root Mean Square) at an acceptable level, the proposed structural model does fit with the data gathered. Thereby, the structural model proposed based on the conceptual framework was established for this study. Keywords Willingness to Communicate in English, EFL, Foreign Language Enjoyment, Education, Positive Psychology 1. Introduction 1.1. Background of L2 WTC in English TEFOL (Teaching English to Speakers of Other Languages) has taken on a wide range of reform and alteration during the last century. Previously, TEFOL highlighted on the proficiency of linguistic structure, nonetheless, more recently, it has attached much more importance to the language learners’ pragmatic language use competence and the actual communicative ability for the goal of realistic communication (Cetinkaya, 2005). CLT (Communicative language teaching) underlines the actual language use for significantly interactive communication in the process of FL (foreign language) acquisition. Greater care to underscore the communicative uses of foreign or second language have been given by many researchers, such as MacIntyre and Charos (1996). They explicitly proclaimed that one must talk to learn and suggestions for improving linguistic proficiency through using the language were also provided to the language learners. That is to say, L2 learners are not enabled to get proficient unless they communicatively use the target language (Khajavy, Ghonsooly, Hosseini Fatemi, & Choi, 2016). Furthermore, aligned with the recent tendency for using the conversational method in foreign language education, the major role of creating a language through the process of interactive communication and language usage has also