ArticleBMC psychology2024
Teacher support, grit and L2 willingness to communicate: the mediating effect of foreign language enjoyment.
Article in BMC psychology, 2024. 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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Who cites it
9 citing papers in PubMed.
- L2 Willingness to Communicate in the Context of Online Learning Environments: A Systematic Review.Behavioral sciences (Basel, Switzerland) · 2026Review
- Interpersonal satisfaction and classroom silence in Chinese universities: the mediating role of social anxiety.Frontiers in psychology · 2026Article
- Reviewing enjoyment in foreign language education from the perspective of positive psychology.Frontiers in psychology · 2026Review
- Mediating role of students' self-assessment in the relationships among EFL students' L2 grit, motivation, and willingness to communicate.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
- The effects of perceived teacher support and growth language mindset on learner well-being in AI-integrated environment: the mediating role of generative AI attitude.Frontiers in psychology · 2025Article
- Article
- The relations among foreign language anxiety, academic buoyancy and willingness to communicate in EFL classroom.Frontiers in psychology · 2025Article
- 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.Frontiers in psychology · 2024Article
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Authors and funding
3 authors.
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Abstract
Informed by some relevant theories of positive psychology, the current study examined the interrelations among teacher support, grit, and L2 willingness to communicate (WTC), focusing mainly on the mediating role of foreign language enjoyment (FLE). A sample of 619 university students in China participated in this cross-sectional survey. Structural equation modeling (SEM) was used to analyze the gathered data. The results showed that grit could directly and positively predict L2 WTC. Furthermore, teacher support and grit could affect L2 WTC via the mediating role of FLE. These findings served as empirical evidence from the second language acquisition (SLA) domain for positive psychology, revealing the influential mechanism shaping the interconnectedness among all the constructs. The study concluded with a discussion of pedagogical implications and suggestions for future research.
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