Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China

• Chengchen Li ^[1] ; Jean-Marc Dewaele ^[2] ; Mirosław Pawlak ^[3] ; Mariusz Kruk ^[4]
  1. [1] Huazhong University of Science and Technology

     Huazhong University of Science and Technology

     China

     
  2. [2] University of London

     University of London

     Reino Unido

     
  3. [3] Adam Mickiewicz University, Kalisz, Poland; University of Applied Sciences, Konin, Poland
  4. [4] University of Zielona Góra, Poland

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• Localización: Language teaching research, ISSN 1362-1688, Vol. 29, Nº. 5, 2025, págs. 2140-2160
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 9 Citas
• Resumen

  • The present study examines the direct and indirect relationships between classroom environment (CE), L2 (second/foreign language) learner emotions (i.e. enjoyment, anxiety and boredom), and their willingness to communicate (WTC) in classes for English as a foreign language (EFL). Participants were 2,268 university students in China. Pearson correlation analyses showed significant correlations between CE, L2 emotions, and WTC, with effect sizes ranging from small to large. In addition, the three L2 emotions were found to mediate the relationship between CE and WTC in parallel, with enjoyment having the largest mediating effect, followed by anxiety and boredom. The findings offer insights into how to improve students’ WTC in an L2.