Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context

Given much importance associated with willingness to communicate (WTC) in foreign language learning, many researchers have carried out studies to explore antecedents of second language (L2) WTC. To contribute to this research domain, this study sought to test a model of ideal L2 self, growth languag...

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Vydané v:	Journal of multilingual and multicultural development Ročník 45; číslo 8; s. 3450 - 3465
Hlavní autori:	Zhang, Lawrence Jun, Saeedian, Abdulbaset, Fathi, Jalil
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Abingdon Routledge 13.09.2024 Taylor & Francis Ltd
Predmet:	Boredom College English College students Confirmatory factor analysis Construct Validity English (Second Language) English as a second language English as a second language instruction English language Factor analysis Foreign language learning Growth language mindset ideal L2 self Language Language acquisition Learning Mediation Motivation Questionnaires Second language learning Structural equation modeling Teaching Tests Validity Variables Willingness to communicate WTC
ISSN:	0143-4632, 1747-7557
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Abstract	Given much importance associated with willingness to communicate (WTC) in foreign language learning, many researchers have carried out studies to explore antecedents of second language (L2) WTC. To contribute to this research domain, this study sought to test a model of ideal L2 self, growth language mindset, boredom and WTC among English major students. In so doing, we recruited a total number of 437 undergraduate English major students from different universities in Iran, who were requested to complete an online survey containing the questionnaires of these four variables. Confirmatory factor analysis was used to confirm the construct validity of the questionnaires. In addition, structural equation modelling was performed to test the hypothesised structural relations among the variables. Results showed that ideal L2 self and boredom significantly influenced (English as a Foreign Language) EFL students' WTC directly. Nevertheless, the growth language mindset influenced WTC indirectly, through the mediation of boredom. The findings suggest notable implications for teaching and learning EFL.
AbstractList	Given much importance associated with willingness to communicate (WTC) in foreign language learning, many researchers have carried out studies to explore antecedents of second language (L2) WTC. To contribute to this research domain, this study sought to test a model of ideal L2 self, growth language mindset, boredom and WTC among English major students. In so doing, we recruited a total number of 437 undergraduate English major students from different universities in Iran, who were requested to complete an online survey containing the questionnaires of these four variables. Confirmatory factor analysis was used to confirm the construct validity of the questionnaires. In addition, structural equation modelling was performed to test the hypothesised structural relations among the variables. Results showed that ideal L2 self and boredom significantly influenced (English as a Foreign Language) EFL students’ WTC directly. Nevertheless, the growth language mindset influenced WTC indirectly, through the mediation of boredom. The findings suggest notable implications for teaching and learning EFL.
Author	Saeedian, Abdulbaset Fathi, Jalil Zhang, Lawrence Jun
Author_xml	– sequence: 1 givenname: Lawrence Jun orcidid: 0000-0003-1025-1746 surname: Zhang fullname: Zhang, Lawrence Jun organization: The University of Auckland – sequence: 2 givenname: Abdulbaset orcidid: 0000-0002-5305-0349 surname: Saeedian fullname: Saeedian, Abdulbaset organization: Allameh Tabataba'i University – sequence: 3 givenname: Jalil orcidid: 0000-0003-1146-1024 surname: Fathi fullname: Fathi, Jalil email: j.fathi@uok.ac.ir organization: University of Kurdistan
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Snippet	Given much importance associated with willingness to communicate (WTC) in foreign language learning, many researchers have carried out studies to explore...
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SubjectTerms	Boredom College English College students Confirmatory factor analysis Construct Validity English (Second Language) English as a second language English as a second language instruction English language Factor analysis Foreign language learning Growth language mindset ideal L2 self Language Language acquisition Learning Mediation Motivation Questionnaires Second language learning Structural equation modeling Teaching Tests Validity Variables Willingness to communicate WTC
Title	Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context
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