Directional or reciprocal? A random intercept cross-lagged panel analysis of the relationships between emotions, motivation, willingness to communicate, and L2 achievement

Abstract

Despite the plethora of research on willingness to communicate (WTC) in a second language (L2), its role in L2 achievement remains unclear. Previous studies have predominantly relied on cross-sectional data that cannot establish causal relationships. This study employed the random intercept cross-lagged model (RI-CLPM) to explore the relationships between enjoyment, anxiety, autonomous motivation, WTC, and L2 achievement. Data were collected from 1115 freshmen in a senior high school in China at three time points within a semester. Results showed that when controlling for gender, reciprocal relationships existed among anxiety, enjoyment, and WTC. While achievement at Time 1 significantly impacted enjoyment, motivation, and WTC at Time 2, these three variables did not significantly influence achievement at either Time 2 or Time 3. Enjoyment and WTC at Time 1 indirectly influenced achievement at Time 3 via anxiety at Time 2. Gender significantly predicted the intercepts for motivation and achievement.

Educational relevance and implications statement

This study explored possible reciprocal relationships between second language (L2) learners' anxiety, enjoyment, autonomous motivation, willingness to communicate (WTC), and L2 achievement. Data were collected from 1115 freshmen in a senior high school in China at three time points within a semester. Results showed that when the effects of gender were controlled, reciprocal relationships existed among anxiety, enjoyment, and WTC. Achievement at Time 1 significantly impacted enjoyment, motivation, and WTC at Time 2, but these three variables did not significantly influence achievement at either Time 2 or Time 3. Enjoyment and WTC exerted indirect effects on achievement. This study provided solid evidence for positioning enjoyment as a situated antecedent of WTC and vindicated the reciprocal relationships between anxiety, enjoyment, and WTC. The findings may inform teachers of the importance of reducing anxiety, fostering enjoyment, and boosting students' autonomous motivation in promoting senior high school students' WTC.