Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China

Li, Chengchen; Dewaele, Jean‐Marc; Pawlak, Mirosław; Kruk, Mariusz

doi:10.1177/13621688221111623

Cited by 54 publications

(22 citation statements)

References 58 publications

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“…Along the way, we established that FLE was negatively linked to both FLCA and FLB, which were positively correlated with each other. These patterns correspond to the ones uncovered in previous research on both WEIRD and non-WEIRD populations (Dewaele, Botes, et al, 2022; Dewaele, Albakistani, et al, 2022; Li, 2022; Li & Han, 2022; Li et al, 2022).…”

Section: Discussionsupporting

confidence: 89%

“…FLE and FLB had no effect on FL performance, but FLCA had a significant negative effect. Using a mediation analysis to understand the direct and indirect effects of the classroom environment, FLE, FLCA, and FLB on WTC, Li et al (2022) collected data from 2,268 university EFL learners in China. The authors found that FLE was negatively related to both FLCA and FLB, which were positively correlated with each other (with small to medium effect sizes).…”

Section: Literature Reviewmentioning

confidence: 99%

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A Three-Body Problem: The effects of foreign language anxiety, enjoyment, and boredom on academic achievement

Dewaele,

Botes,

Meftah

2023

Ann Rev Appl Linguist

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This study is part of a growing wave of interest in foreign language (FL) learners’ emotions, their sources, and their effects. Previous studies have confirmed that there is a clear relationship between the emotions of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), foreign language boredom (FLB), and foreign language performance. However, the relative importance of each emotion as a predictor of FL performance has yet to be examined, and as different teaching and learning strategies can elicit different emotions, it is difficult to determine whether FL teachers and learners should prioritize a specific emotion in course design and study. We, therefore, utilized structural equation modeling and latent dominance analysis on a sample of 502 Moroccan EFL learners in order to examine the relative importance of each emotion in predicting FL performance. We argue that it is crucial to use sophisticated statistical analyses and to collect samples from outside Western, educated, industrialized, rich, and democratic (WEIRD) countries. The latent dominance analysis revealed that FLCA had the strongest (negative) effect on English test scores. FLB had a significant—but slightly weaker—negative effect and FLE had a significant—but weaker still—positive effect. As such, it is vital that FL teachers and learners not underestimate the impact of anxiety on language learning.

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Section: Discussionsupporting

confidence: 89%

Section: Literature Reviewmentioning

confidence: 99%

A Three-Body Problem: The effects of foreign language anxiety, enjoyment, and boredom on academic achievement

Dewaele,

Botes,

Meftah

2023

Ann Rev Appl Linguist

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“…As indicated by Li et al. (2022), L2 grit can be closely associated with and predict its internal variable of L2 emotions, such as foreign language enjoyment and anxiety (e.g., Khajavy & Aghaee, 2022; Teimouri et al., 2020). It can be consistently found that L2 grittier learners will have a higher level of enjoyment and a relatively lower level of anxiety.…”

Section: Literature Reviewmentioning

confidence: 99%

L2 grit and pragmatic comprehension among Chinese postgraduate learners: Enjoyment and anxiety as mediators

Wang

Ren

2023

Int J App Linguistics

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Comprehension of implicature may be challenging for L2 learners, which may be further influenced for by learners’ L2 grit and emotions. However, few studies have endeavored to determine the predictive impact of L2 grit, along with its closely associated emotional factors, such as enjoyment and anxiety, and investigate how these psychological factors jointly influence pragmatic comprehension. Therefore, this study attempts to investigate the relationship between L2 grit and pragmatic comprehension, along with the mediating roles of enjoyment and anxiety in their interactions. The data were collected from 171 Chinese non‐English major postgraduate learners, a population that has been less pronounced in L2 pragmatics. The findings revealed that the perseverance of effort (PE) of L2 grit predicted pragmatic comprehension instead of the consistency of interest of L2 grit. Pragmatic comprehension was positively but weakly linked to enjoyment and shared negative and moderate associations with anxiety. Only anxiety mediated the interaction between PE and pragmatic comprehension. Implications for pragmatic instruction and suggestions for future research are discussed.

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“…Student motivation, language apprehension, and self-efficacy are intrinsic factors that significantly influence their propensity to engage in English communication. Research (Darasawang & Reinders, 2021;Li et al, 2022;Mahmoodi & Moazam, 2014)has demonstrated a positive correlation between elevated levels of self-efficacy and intrinsic motivation and increased WTC. This correlation promotes a feeling of assurance and a greater propensity to participate in linguistic exchanges.…”

Section: Willingness To Communicate (Wtc) In Englishmentioning

confidence: 99%

Willingness to Communicate (WTC) in English: Insights from Pre-service EFL Teachers

Mudra

2024

DOI: http://dx.doi.org/10.31000/globish.v6i2

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Oral language skill among EFL students can be indicated from willingness to communicate in English. This current study aimed to investigate pre-service EFL teachers’ (PST) willingness to communicate (WTC) in English across rural setting. A survey study with 217 EFL students as the participants selected through a convenience sampling was employed. A questionnaire of the willingness was distributed through in-class meeting and online mode. The first result revealed that there is a variety of perceptions on oral skill willingness, self-confidence, and English use frequency. The second result showed that from junior and senior PST, it is noted that seniors mostly overdid juniors in terms of willingness to speak English. Meanwhile, female PST had greater levels of WTC if compared to that of the males. In conclusion, WTC not only emerge to be a valuable aspect in learning oral language skills, but also impact on other English skills indirectly.

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Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China

Cited by 54 publications

References 58 publications

A Three-Body Problem: The effects of foreign language anxiety, enjoyment, and boredom on academic achievement

A Three-Body Problem: The effects of foreign language anxiety, enjoyment, and boredom on academic achievement

L2 grit and pragmatic comprehension among Chinese postgraduate learners: Enjoyment and anxiety as mediators

Willingness to Communicate (WTC) in English: Insights from Pre-service EFL Teachers

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