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

IF 9.7 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Learning and Individual Differences Pub Date : 2025-02-01 Epub Date: 2025-02-05 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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语言态度与沟通意愿：对中国青少年英语学习者的纵向调查

从理论上讲，语言态度和沟通意愿是相互联系的，对成功的语言学习和沟通至关重要。许多研究探索了它们的前因后果。然而，很少有人调查它们是如何随着时间的推移而演变和相互联系的，尽管这些调查有助于更深入地了解它们的性质（动态性或稳定性）和关系。本研究旨在探讨在中国英语作为外语的语境下，语言态度和语言认知是如何随着时间的推移而演变和相互关联的。928名中国青少年英语学习者参加了为期三个学期的三波问卷调查。分层线性模型的结果表明，语言态度和WTC随时间的推移保持稳定。交叉滞后面板模型结果显示，语言态度与语感之间存在部分正相关关系。这些发现证实并扩展了WTC金字塔模型。

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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).