ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE: APPLYING DOUBLY LATENT MULTILEVEL ANALYSIS IN SECOND LANGUAGE ACQUISITION RESEARCH
Abstract
The purpose of the present study was to examine the relations between emotions, classroom environment, and willingness to communicate (WTC) using the advanced quantitative methodological procedure of doubly latent multilevel analysis. To this end, 1528 secondary school students from 65 different classrooms in Iran participated in the study. Results of the doubly latent multilevel analysis showed that a positive classroom environment is related to fostering WTC and enjoyment, while it reduces anxiety among students. Moreover, enjoyment was found as an important factor in increasing WTC at both student and classroom level, while anxiety reduced WTC only at the student level. Finally, the results of the study are discussed and pedagogical implications are provided for language teachers.
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Prior research has found greater FLE associated with greater WTC.
“Greater FLE in the FL class has been associated with lower foreign language anxiety (FLA; Dewaele & MacIntyre, 2016), greater willingness to communicate (WTC) in the target language (TL; Khajavy et al., 2018), higher academic achievement in the FL classroom (Jin & Zhang, 2021), and higher self-perceived competence in the TL (Zhang et al., 2020).”
From Taking stock: A meta-analysis of the effects of foreign language enjoyment (2022) · cites this paper as Khajavy et al., 2018
Studies have overwhelmingly found large positive correlations between FLE and WTC.
“These studies have overwhelmingly found large positive correlations between FLE and WTC (Dewaele & Dewaele, 2018;Khajavy et al., 2018), leading Dewaele (2019) to conclude that teachers may boost WTC in the FL classroom by creating a positive environment in which FLE may flourish.”
From Taking stock: A meta-analysis of the effects of foreign language enjoyment (2022) · cites this paper as Khajavy et al., 2018
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References 71 · Cited by 451
- Authors
- Khajavy, G. H., MacIntyre, P. D., & Barabadi, E.
- Affiliations
- University of Bojnord (IR)
- Cape Breton University (CA)
- Corresponding author
- Khajavy, Gholam Hassan
- Venue
- Studies in Second Language Acquisition
- Publisher
- Cambridge University Press (CUP)
- Published
- 2017-11-02
- Volume
- 40
- Issue
- 3
- Pages
- 605-624
- ISSN
- 0272-2631 (ISSN-L)
- 1470-1545
- OpenAlex
- W2937156297
- Cited by
- 451
- References
- 71
- Citations by year
- 2026: 61 · 2025: 76 · 2024: 74 · 2023: 70 · 2022: 72 · 2021: 49 · 2020: 26 · 2019: 20 · 2018: 3
- FWCI
- 77.73
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Studies in Second Language Acquisition (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Social Sciences › Education › Educational Environments and Student Outcomes
- Keywords
- willingness to communicate, emotions, classroom climate, enjoyment, anxiety, high school students, second language acquisition, language teaching
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