Classroom Climate, Language Mind-Set, and Academic Emotions Predict Willingness to Communicate in a Foreign Language

• In Event: Second Language Research SIG Poster Session

Abstract

Willingness to communicate (WTC) in a second language (L2) is of great importance in second language learning. The present study examined the effects of classroom emotional climate, language mindset, and academic emotions on WTC in Chinese college students (N = 170) learning English as a foreign language. The results show that both classroom emotional climate and language mindset had direct effects on academic emotions (both positive and negative). Positive and negative emotions fully mediated the effects of classroom emotional climate and language mindsets on L2WTC.

Authors

• Hui Wang, The University of Kansas

• Anqi Peng, Arizona State University

• Meagan M. Patterson, The University of Kansas