This study delves into the challenges faced by Chinese EFL students, who, despite constituting the largest proportion of English students globally, consistently exhibit lower performance compared to their counterparts from other regions, particularly within mainland China. The research aims to comprehensively investigate the non-cognitive factors influencing English learning (EL) among Chinese undergraduate students, specifically exploring the interplay between EL growth mindset, EL grit, EL intrinsic motivation, and vocabulary knowledge within a Confucian-Collectivist context. A carefully selected stratified random sample of 382 students from a Chinese public university participated in an online survey designed to assess these non-cognitive factors and their relationship to vocabulary learning. Rigorous validation processes, including content validation, confirmatory factor analysis (CFA), and Rasch analysis, were employed to ensure the reliability and validity of the study measures. The analysis, conducted using partial least squares structural equation modelling (PLS-SEM), revealed significant insights into the intricate connections between non-cognitive factors and vocabulary knowledge. Notably, the research findings underscores the indirect relationship between EL growth mindset and vocabulary knowledge, emphasizing the pivotal role of persistence of effort in vocabulary learning success. Moreover, the study highlights the independent mediating capacity of EL grit, suggesting its influential role in connecting EL growth mindset to vocabulary knowledge, contingent upon the presence of EL intrinsic motivation. Importantly, the findings also consider contextual moderators, revealing nuanced associations based on gender and language context. The study reinforces the significance of a goal-oriented learning model within the Confucian-Collectivist framework, shedding light on how specific non-cognitive factors contribute to effective vocabulary knowledge in the Chinese EFL context.