Enhancing Chinese students’ willingness to communicate (WTC) in EMI classrooms: Do learning motivation and academic self-efficacy matter?

Due to the vital role of classroom communications in the success of EMI courses, factors driving students to communicate with teachers and classmates need to be recognized. In this respect, several scholars worldwide have explored different emotional, personal, and environmental sources of students’ willingness to communicate (WTC). Nonetheless, the impacts of learning motivation and academic self-efficacy have somehow been overlooked in previous investigations. That is, few investigations have inspected the effects of these personal factors on students’ decisions to speak. Additionally, no research study has been carried out on the consequences of motivation and self-efficacy for EMI students’ decisions to communicate. To address the mentioned gaps, this investigation measured the influences of learning motivation and academic self-efficacy on Chinese EMI students’ WTC. In doing so, three closed-ended questionnaires were given to 303 Chinese EMI students. Correlation tests indicated positive links between WTC, academic self-efficacy, and learning motivation. Regression analysis also demonstrated the significant, positive effects of learning motivation and academic self-efficacy on Chinese EMI students’ WTC. The results of this inquiry could be beneficial for all EMI teachers and teacher trainers.