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

被引：48

作者：

Li, Chengchen ^{[1
]}

Dewaele, Jean-Marc ^{[2
]}

Pawlak, Miroslaw ^{[3
,4
]}

Kruk, Mariusz ^{[5
]}

机构：

[1] Huazhong Univ Sci & Technol, Wuhan, Peoples R China

[2] Birkbeck Univ London, London, England

[3] Adam Mickiewicz Univ, Kalisz, Poland

[4] Univ Appl Sci, Konin, Poland

[5] Univ Zielona Gora, Al Wojska Polskiego 71a, PL-65762 Zielona Gora, Poland

来源：

LANGUAGE TEACHING RESEARCH | 2022年

关键词：

anxiety; boredom; classroom environment; foreign language enjoyment; willingness to communicate; FOREIGN-LANGUAGE ENJOYMENT; ANXIETY; BOREDOM; 2ND-LANGUAGE; MODEL; L2; MOTIVATION; LEARNERS;

D O I：

10.1177/13621688221111623

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The present study examines the direct and indirect relationships between classroom environment (CE), L2 (second/foreign language) learner emotions (i.e. enjoyment, anxiety and boredom), and their willingness to communicate (WTC) in classes for English as a foreign language (EFL). Participants were 2,268 university students in China. Pearson correlation analyses showed significant correlations between CE, L2 emotions, and WTC, with effect sizes ranging from small to large. In addition, the three L2 emotions were found to mediate the relationship between CE and WTC in parallel, with enjoyment having the largest mediating effect, followed by anxiety and boredom. The findings offer insights into how to improve students' WTC in an L2.

引用

页数：21

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