Examining the Interplay of Grit, Classroom Emotions, and Willingness to Communicate Among Chinese as a Second Language Learners: A Structural Equation Modeling Approach.
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| Title: | Examining the Interplay of Grit, Classroom Emotions, and Willingness to Communicate Among Chinese as a Second Language Learners: A Structural Equation Modeling Approach. |
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| Authors: | Li, Yu1 hauliyu@outlook.com |
| Source: | Researching & Teaching Chinese as a Foreign Language. Sep2025, Vol. 5 Issue 1, p71-95. 25p. |
| Subject Terms: | *Psychological resilience, *Affective education, Chinese as a second language, Positive psychology, Boredom, Structural equation modeling |
| Abstract: | Grounded in positive psychology (PP), this study examines the complex relationships between Chinese as a second language (CSL) learners' second language (L2) grit, specifically perseverance of effort (POE) and consistency of interest (COI), as well as their foreign language enjoyment (FLE), boredom, and willingness to communicate (WTC) in classroom settings. Through a survey of 202 CSL learners and the application of SEM techniques, the study found that POE significantly and positively predicted learners' WTC in the L2 context. Intriguingly, FLE emerged as a significant and positive predictor of WTC, highlighting the importance of positive emotions in enhancing L2 communication behaviors. Conversely, boredom did not exhibit predictive power on WTC, emphasizing the nuanced and varied nature of classroom emotions that impact L2 communication. Further analysis illuminated the partial mediation of FLE in the relationship between POE and WTC, underscoring the pivotal role of positive psychological strengths in facilitating L2 learning experiences. This study provides valuable insights for educators and scholars seeking to optimize language learning outcomes and experiences by leveraging the principles of PP. [ABSTRACT FROM AUTHOR] |
| Copyright of Researching & Teaching Chinese as a Foreign Language is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Grounded in positive psychology (PP), this study examines the complex relationships between Chinese as a second language (CSL) learners' second language (L2) grit, specifically perseverance of effort (POE) and consistency of interest (COI), as well as their foreign language enjoyment (FLE), boredom, and willingness to communicate (WTC) in classroom settings. Through a survey of 202 CSL learners and the application of SEM techniques, the study found that POE significantly and positively predicted learners' WTC in the L2 context. Intriguingly, FLE emerged as a significant and positive predictor of WTC, highlighting the importance of positive emotions in enhancing L2 communication behaviors. Conversely, boredom did not exhibit predictive power on WTC, emphasizing the nuanced and varied nature of classroom emotions that impact L2 communication. Further analysis illuminated the partial mediation of FLE in the relationship between POE and WTC, underscoring the pivotal role of positive psychological strengths in facilitating L2 learning experiences. This study provides valuable insights for educators and scholars seeking to optimize language learning outcomes and experiences by leveraging the principles of PP. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 20531788 |
| DOI: | 10.3138/rtcfl-2024-0006 |
