Enhancing Chinese students’ willingness to communicate (WTC) in EMI classrooms: Do learning motivation and academic self-efficacy matter?

Zhang, Caili; Dai, Kun

doi:10.1016/j.lmot.2024.101997

Learning and Motivation

2024

DOI: 10.1016/j.lmot.2024.101997

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Enhancing Chinese students’ willingness to communicate (WTC) in EMI classrooms: Do learning motivation and academic self-efficacy matter?

Caili Zhang,

Kun Dai

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Cited by 3 publications

References 64 publications

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Understanding EFL learners' willingness to communicate dynamics during a group communicative task: An idiodynamic perspective

Li,

Xu,

Wang

2024

Acta Psychologica

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Understanding EFL learners' willingness to communicate dynamics during a group communicative task: An idiodynamic perspective

Li,

Xu,

Wang

2024

Acta Psychologica

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Machine learning analysis of factors affecting college students’ academic performance

Lu,

Liu,

Liu

et al. 2024

Front. Psychol.

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This study aims to explore various key factors influencing the academic performance of college students, including metacognitive awareness, learning motivation, participation in learning, environmental factors, time management, and mental health. By employing the chi-square test to identify features closely related to academic performance, this paper discussed the main influencing factors and utilized machine learning models (such as LOG, SVC, RFC, XGBoost) for prediction. Experimental results indicate that the XGBoost model performs the best in terms of recall and accuracy, providing a robust prediction for academic performance. Empirical analysis reveals that metacognitive awareness, learning motivation, and participation in learning are crucial factors influencing academic performance. Additionally, time management, environmental factors, and mental health are confirmed to have a significant impact on students’ academic achievements. Furthermore, the positive influence of professional training on academic performance is validated, contributing to the integration of theoretical knowledge and practical application, enhancing students’ overall comprehensive competence. The conclusions offer guidance for future educational management and guidance, emphasizing the importance of cultivating students’ learning motivation, improving participation in learning, and addressing time management and mental health issues, as well as recognizing the positive role of professional training.

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The effect of grit on L2 willingness to communicate among Chinese junior high school students: an analysis of the differential roles of foreign language enjoyment and anxiety

2024

Front. Psychol.

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With the burgeoning research on positive psychology, grit has gradually attracted scholarly attention in the field of L2 acquisition, and it has been shown to be a significant positive predictor of L2 achievements and outcomes. However, despite being an important factor in L2 acquisition, grit has rarely been incorporated as a research variable in prior research on willingness to communicate in a second language (L2 WTC), especially among Chinese teenagers who find themselves in a foundational stage of developing their L2 communicative competence. Based on a survey among 238 Chinese junior high school students, this study analyzed the effect of their grit on their L2 WTC, and explored the differential roles of foreign language enjoyment (FLE) and anxiety (FLA) in their interactions. The results revealed that: (1) perseverance of effort (PE), consistency of interest (CI) and FLE had significantly positive correlations with L2 WTC, whereas FLA was found to have a significantly negative correlation with L2 WTC; (2) PE and CI served as significant positive predictors of L2 WTC; (3) FLE mediated the interactions between PE and L2 WTC and between CI and L2 WTC, while the mediating effects of FLA were found to be statistically non-significant. The findings can provide theoretical implications for furthering L2 WTC research, as well as practical reference for its development among Chinese junior high school students.

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Enhancing Chinese students’ willingness to communicate (WTC) in EMI classrooms: Do learning motivation and academic self-efficacy matter?

Cited by 3 publications

References 64 publications

Understanding EFL learners' willingness to communicate dynamics during a group communicative task: An idiodynamic perspective

Understanding EFL learners' willingness to communicate dynamics during a group communicative task: An idiodynamic perspective

Machine learning analysis of factors affecting college students’ academic performance

The effect of grit on L2 willingness to communicate among Chinese junior high school students: an analysis of the differential roles of foreign language enjoyment and anxiety

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