Impact of communication anxiety on L2 WTC of middle school students: Mediating effects of growth language mindset and language learning motivation

Abstract

Previous research has shown a connection between communication anxiety and willingness to communicate (WTC) among English as a foreign/second language (L2) learners. Nonetheless, the potential mediating roles of learners’ beliefs like growth language mindset and language learning motivation have not been thoroughly investigated, particularly in the context of middle school language learners. This study aimed to explore the relationship between communication anxiety and L2 WTC by considering the mediating roles of growth language mindset and language learning motivation. To achieve this goal, an online survey was administered to 847 participants from five middle schools in eastern China. Structural equation modeling was employed to analyze the collected data. The findings revealed that L2 WTC was negatively impacted by communication anxiety and growth language mindset, while positively influenced by language learning motivation. Additionally, communication anxiety had a negative effect on both growth language mindset and language learning motivation, whereas growth language mindset exerted a positive effect on language learning motivation. Moreover, either individually or synergistically, growth language mindset and language learning motivation played mediating roles in the relationship between communication anxiety and L2 WTC. These research findings have significant implications for understanding the interrelationship among the variables, offering an innovative perspective on the mediating effects of growth language mindset and language learning motivation on communication anxiety and WTC among secondary school students. Consequently, this study provides valuable insights for language learning and instruction among middle school students and teachers.