A configurational exploration of how emotions influence willingness to communicate among Chinese EFL learners: A fsQCA approach

Abstract

The emotional turn in second language acquisition has prompted increased attention to the role of emotions in willingness to communicate (WTC). However, research on the coexistence of multiple emotions remains limited. This study endeavors to bridge this gap by investigating how three positive (i.e. enjoyment, pride, and hope) and four negative emotions (i.e. anxiety, shame, hopelessness, boredom) combine to influence WTC. Fuzzy-set qualitative comparative analysis was employed to analyze questionnaire data collected from 375 college students learning English as a foreign language in China. The results showed that no emotion acted as a necessary condition in predicting WTC independently. Four emotional configurations were identified to lead to WTC, suggesting that multiple emotions combined in a diverse way to activate WTC. Additionally, the results implied a pronounced influence of the existence of positive emotions on WTC. This study contributes to the existing knowledge by revealing the subtle emotional mechanisms beneath WTC through a configurational approach. The findings underscore the need for instructors to attend to learners’ varied emotional profiles and nurture positive emotions. Teachers are advised, for instance, to incorporate reflective journaling or apply emotion regulation strategies (e.g. reappraisal) to gain insight into and cultivate students’ WTC-inducing emotional states in class.