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

    Li, Chengchen and Dewaele, Jean-Marc and Pawlak, M. and Kruk, M. (2022) Classroom environment and willingness to communicate in English: the mediating role of emotions experienced by university students in China. Language Teaching Research , ISSN 1362-1688.

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    Abstract

    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.

    Metadata

    Item Type: Article
    Keyword(s) / Subject(s): anxiety, boredom, classroom environment, foreign language enjoyment, willingness to communicate
    School: School of Arts > Languages, Cultures & Applied Linguistics (from 2021)
    Depositing User: Jean-Marc Dewaele
    Date Deposited: 09 Aug 2022 10:40
    Last Modified: 10 Aug 2022 11:18
    URI: https://eprints.bbk.ac.uk/id/eprint/48877

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