Understanding Willingness to Communicate in a Foreign Language Among U.S. Undergraduate Students

• In Event: Sheraton Roundtable Session Eleven
  In Roundtable Session: International Experiences and Language Teaching and Learning (Table 8)

Abstract

The current paper examined the impact of classroom social climate, language mindset, and academic emotions (i.e., enjoyment, pride, anxiety, and boredom) on willingness to communicate (WTC) in a foreign language (FL) among 547 college students who were learning a foreign language in the United States during the pandemic. The results indicated that all predictors, directly and indirectly, affected learners’ WTC in a FL in and out of class, which indicated that language teachers should pay attention to these factors to promote students’ WTC in a FL.

Authors

• Hui Wang, McKendree University
  Presenting Author

• Meagan M. Patterson, University of Kansas
  Non-Presenting Author

• Anqi Peng, Arizona State University
  Non-Presenting Author