ArticleJournal of psycholinguistic research2023
The Structural Relationship Between Teacher Support and Willingness to Communicate: The Mediation of L2 Anxiety and the Moderation of Growth Language Mindset.
Article in Journal of psycholinguistic research, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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9 citing papers in PubMed.
- Understanding L2 willingness to communicate: the interplay of growth mindset, foreign language enjoyment and anxiety.BMC psychology · 2026Article
- Unveiling the relationship between students' perceived teacher support and student engagement in EFL learning: the mediating role of self-efficacy.BMC psychology · 2025Article
- Modeling the relationships between growth language mindset, L2 grit, and foreign language learning burnout.BMC psychology · 2025Article
- The relative importance of peace of mind, grit, and classroom environment in predicting willingness to communicate among learners in multi-ethnic regions: a latent dominance analysis.BMC psychology · 2025Article
- Exploring the Dynamics of Artificial Intelligence Literacy on English as a Foreign Language Learners' Willingness to Communicate: The Critical Mediating Roles of Artificial Intelligence Learning Self-Efficacy and Classroom Anxiety.Behavioral sciences (Basel, Switzerland) · 2025Article
- The Roles of Growth Language Mindset, Metacognitive Strategies, and Language Learning Self-Efficacy in Predicting L2 Willingness to Communicate: A Network Analysis and a Chain Mediation Model.Behavioral sciences (Basel, Switzerland) · 2025Article
- The relations among foreign language anxiety, academic buoyancy and willingness to communicate in EFL classroom.Frontiers in psychology · 2025Article
- L2 growth mindset in AI-mediated language learning: effects of perceived usability and presence of generative AI chatbots.Frontiers in psychology · 2025Article
- Teacher support, grit and L2 willingness to communicate: the mediating effect of foreign language enjoyment.BMC psychology · 2024Article
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Abstract
The important role of willingness to communicate (WTC) in facilitating second language (L2) learning and use has been widely endorsed. However, few studies have examined how teacher support in an L2 class may predict students' L2 WTC. Such a relationship may also be mediated by learners' L2 anxiety, a typical predictor of L2 WTC, and moderated by learners' beliefs about the malleability of their language learning ability, a construct known as growth language mindset. Framed from the Control-Value Theory (Pekrun, in Educ Psychol Rev 18(4):315-341, 2006) and the Language-Mindset Meaning System (Lou and Noels, in: Lamb, Csizér, Henry, Ryan (eds) The Palgrave handbook of motivation for language learning, Palgrave Macmillan, 2019a, System 86:102126, 2019b), this study aimed to investigate the relationships between teacher support, L2 anxiety, growth language mindset, and L2 WTC. The data were collected from 551 English-as-a-Foreign-Language (EFL) learners in Iran and analyzed using structural equation modeling (SEM). The results showed that teacher support was directly and positively associated with L2 WTC, and this relationship was significantly mediated by L2 anxiety. The relationship between teacher support and L2 WTC, however, was only significant among learners with medium and high levels of growth language mindset. In addition, growth language mindset also moderated the negative relationship between L2 anxiety and L2 WTC, with this relationship being weaker among learners with higher levels of growth language mindset. Finally, theoretical and pedagogical implications and directions for future research are presented.
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