Language attitude and willingness to communicate: A longitudinal investigation of Chinese young EFL learners

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Learning and Individual Differences Pub Date : 2025-02-01 DOI:10.1016/j.lindif.2025.102639

Enhao Feng , Chengchen Li , Peter D. MacIntyre , Jean-Marc Dewaele

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Abstract

Language attitude and willingness to communicate (WTC) are theorised to be interconnected and crucial for successful language learning and communication. Numerous studies have explored their antecedents and outcomes. However, very few have investigated how they evolve and relate to each other over time, despite that such investigations contribute to a deeper understanding of their nature (dynamicity or stability) and relationship. The present study sought to examine how language attitude and WTC evolve and associate with each other over time in a Chinese English-as-a-foreign-language (EFL) context. Nine hundred and twenty-eight Chinese adolescent EFL learners participated in a three-wave questionnaire survey spanning over three 4-month semesters. Results of hierarchical linear modelling indicated that both language attitude and WTC stayed stable over time. The cross-lagged panel modelling results showed a positive and partially reciprocal relationship between language attitude and WTC. These findings confirmed and extended the Pyramid Model of WTC.

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).