ArticleFrontiers in psychology2025
The relations among foreign language anxiety, academic buoyancy and willingness to communicate in EFL classroom.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Autonomy-supportive teaching, positive academic emotions, and agentic engagement in EFL contexts.BMC psychology · 2026Article
- Affective pathways in human-AI interaction: the formation of willingness to communicate among Chinese KFL learners in AI-mediated informal digital learning of Korean.Frontiers in psychology · 2026Article
- Ecological continuity in sustainable higher education under SDG 4.7: a process model of participation competence.Frontiers in psychology · 2026Article
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4 authors.
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Abstract
This study, grounded in the frameworks of Positive Psychological Resources Theory and Emotion Regulation Theory, investigated the mechanism through which foreign language anxiety (FLA) and academic buoyancy (AB) influence students' willingness to communicate (WTC) in EFL classroom. A mixed-methods approach was employed, combining a Structural Equation Modeling (SEM) analysis based on data from 627 senior high school students and semi-structured interviews with eight randomly selected participants in China. The empirical results indicate that FLA significantly and negatively predicts WTC, while AB plays a partial mediating role in this relationship, thereby validating the proposed "FLA-AB-WTC" path model. These results highlight academic buoyancy as a positive psychological trait that mediates the effect of anxiety on willingness to communicate. This research offers theoretical and practical implications for affective regulation and psychological empowerment in foreign language pedagogy.
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