ArticleJournal of psycholinguistic research2024
The Impact of EFL Learners' Negative Emotional Orientations on (Un)Willingness to Communicate in In-person and Online L2 Learning Contexts.
Article in Journal of psycholinguistic research, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Autonomy-supportive teaching, positive academic emotions, and agentic engagement in EFL contexts.BMC psychology · 2026Article
- Understanding L2 willingness to communicate: the interplay of growth mindset, foreign language enjoyment and anxiety.BMC psychology · 2026Article
- L2 Willingness to Communicate in the Context of Online Learning Environments: A Systematic Review.Behavioral sciences (Basel, Switzerland) · 2026Review
- A study on the correlation between the perception of intelligent college English learning environments and the willingness to communicate in listening, speaking, reading, and writing.Frontiers in psychology · 2026Article
- The longitudinal relationship between foreign language learning anxiety and willingness to communicate in vocational English classrooms among Chinese students: the mediating roles of instrumental motivation and learning engagement.Frontiers in psychology · 2026Article
- Is anxiety always harmful? An exploration of the impact of language anxiety on EFL learning motivation, EFL competence and EFL academic performance.BMC psychology · 2025Article
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Abstract
The present study explored how negative emotional orientations (i.e., anxiety, boredom, and demotivation) may contribute to English as a foreign language (EFL) learners' willingness to communicate (WTC) in in-person and online classes. In doing so, a total of 290 university students majoring in English were recruited to fill in a set of scales. The structural equation modeling analysis indicated that foreign language classroom anxiety (FLA) and L2 demotivation have a direct impact on EFL learners' in-person and online L2WTC. While L2 demotivation was the strongest significant predictor of learners' in-person L2WTC, FLA was the strongest predictor of online L2WTC. Additionally, there was a positive correlation among FLA, L2 demotivation, and foreign language classroom boredom (FLB). While FLA demonstrated no direct impact on communication willingness, it exhibited significant indirect paths to in-person L2WTC via the full mediation of L2 demotivation and FLA . Although the result did not show any significant direct impact of FLB on online L2WTC, it had a small yet significant indirect path to online L2WTC through the full mediation of FLA. FLA also revealed indirect significant paths to online L2WTC through FLB and L2 demotivation. The implications for L2 teachers and teacher educators will be further discussed.
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