The impact of classroom interaction on willingness to communicate: The mediating roles of speaking self-efficacy and foreign language enjoyment.

ABSTRACT: In the realm of second language acquisition, classroom interaction (CI) is pivotal for learners' language development, and willingness to communicate (WTC) is widely recognized as a key factor in successful language learning. However, previous studies have not fully addressed the impact of CI on WTC, particularly regarding the mediating roles of speaking self-efficacy (SSE) and foreign language enjoyment (FLE). Therefore, this study aims to address these gaps. The research recruited 623 undergraduate students from three universities in China. Data were collected using a self-designed questionnaire that demonstrated strong reliability and validity. Structural equation modeling was employed to test the proposed hypotheses, with bootstrap analysis used to assess the significance of mediation

SUBMITTER: Liu Z 

PROVIDER: S-EPMC12266430 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature