ArticleThe British journal of educational psychology2026
Students' willingness to communicate in the foreign language learning classroom: Exploring the roles of classroom support and psychological needs satisfaction.
Article in The British journal of educational psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundUniversity students around the world learn English as a foreign language (EFL) as it is considered vital for their post-education opportunities locally and internationally. Optimising English language learning in EFL classrooms at the university is thus important.
aimThis study examined the roles of classroom support (teacher-to-class support, self-to-class support and peer-to-class support) and psychological needs satisfaction in Japanese university students' willingness to communicate (WTC) in English in the EFL classroom. SAMPLE AND
methodsHarnessing self-determination theory and drawing on a sample of 396 students from five Japanese universities, single (students) and multilevel (students and classrooms) structural equation models were run to elucidate the process implicated in students' WTC in English in the EFL classroom.
resultsThe study found that classroom support for EFL learning predicted psychological needs satisfaction in the EFL classroom and that psychological needs satisfaction predicted students' WTC in English in the EFL classroom. In addition to these direct effects, psychological needs satisfaction significantly mediated the links between classroom support and WTC in English.
conclusionOur results shed light on the role of classroom support in fostering students' needs satisfaction and WTC in English in the EFL classroom. We discuss how our results can help teachers consider the role of support in creating an optimal learning environment in the EFL classroom.
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