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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Veröffentlicht in:Journal of multilingual and multicultural development Jg. 45; H. 8; S. 3450 - 3465
Hauptverfasser: Zhang, Lawrence Jun, Saeedian, Abdulbaset, Fathi, Jalil
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Abingdon Routledge 13.09.2024
Taylor & Francis Ltd
Schlagworte:
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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Zusammenfassung: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.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0143-4632
1747-7557
DOI:10.1080/01434632.2022.2100893