The impact of EFL learners' negative emotional orientations on (Un)willingness to communicate in in-person and online L2 learning contexts

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dc.authorid0000-0002-0355-9171
dc.contributor.authorSolhi, Mehdi
dc.date.accessioned2024-03-15T07:35:26Z
dc.date.available2024-03-15T07:35:26Z
dc.date.issued2024
dc.departmentİstanbul Medipol Üniversitesi, Eğitim Fakültesi, Yabancı Diller Eğitimi
dc.description.abstractThe present study explored how negative emotional orientations (i.e., anxiety, boredom, and demotivation) may contribute to English as a foreign language (EFL) learners' willingness to communicate (WTC) in in-person and online classes. In doing so, a total of 290 university students majoring in English were recruited to fill in a set of scales. The structural equation modeling analysis indicated that foreign language classroom anxiety (FLA) and L2 demotivation have a direct impact on EFL learners' in-person and online L2WTC. While L2 demotivation was the strongest significant predictor of learners' in-person L2WTC, FLA was the strongest predictor of online L2WTC. Additionally, there was a positive correlation among FLA, L2 demotivation, and foreign language classroom boredom (FLB). While FLA demonstrated no direct impact on communication willingness, it exhibited significant indirect paths to in-person L2WTC via the full mediation of L2 demotivation and FLA . Although the result did not show any significant direct impact of FLB on online L2WTC, it had a small yet significant indirect path to online L2WTC through the full mediation of FLA. FLA also revealed indirect significant paths to online L2WTC through FLB and L2 demotivation. The implications for L2 teachers and teacher educators will be further discussed.
dc.description.sponsorshipIstanbul Medipol Universityen_US
dc.identifier.citationSolhi, M. (2024). The impact of EFL learners' negative emotional orientations on (Un)willingness to communicate in in-person and online L2 learning contexts. Journal of Psycholinguistic Research, 53(2). https://dx.doi.org/10.1007/s10936-024-10071-y
dc.identifier.doi10.1007/s10936-024-10071-y
dc.identifier.issn0090-6905
dc.identifier.issn1573-6555
dc.identifier.issue2
dc.identifier.pmid38451332
dc.identifier.scopus2-s2.0-85187159763
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://dx.doi.org/10.1007/s10936-024-10071-y
dc.identifier.urihttps://hdl.handle.net/20.500.12511/12368
dc.identifier.volume53
dc.identifier.wos001176685500001en_US
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.institutionauthorSolhi, Mehdi
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofJournal of Psycholinguistic Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsAttribution 4.0 International*
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/*
dc.subjectL2 Boredom
dc.subjectL2 Anxiety
dc.subjectDemotivation
dc.subjectL2WTC
dc.titleThe impact of EFL learners' negative emotional orientations on (Un)willingness to communicate in in-person and online L2 learning contexts
dc.typeArticle

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