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<p>Willingness to Communicate (WTC) is a critical factor in determining successful second language (L2) learning. Identifying the variables influencing WTC is essential for learners seeking to establish effective communication in an L2. However, several questions regarding WTC remain unanswered. This study aimed to explore how the link between informal digital learning of English (IDLE), basic psychological needs (BPNs), and positive affective variables—foreign language enjoyment (FLE) and grit—influences learners’ L2 WTC. The study examined WTC among 1,056 Chinese university students learning English as a foreign language (EFL) and analyzed five latent variables using partial least squares structural equation modeling (PLS-SEM). The analysis revealed that both IDLE and BPNs directly predicted WTC. Additionally, FLE and grit served as mediators between IDLE and WTC, as well as BPNs and WTC. This study further underscores the mediating role of positive variables in L2 learning. These findings hold significant implications for future EFL teaching strategies, suggesting that fostering enjoyment and grit through IDLE activities can enhance learners’ WTC.</p>

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Enjoyment and Grit as mediators between informal digital learning English, basic psychology needs, and willingness to communicate among English as a foreign language university students

  • 期刊论文

  • 发表日期：

    2025年1月9日

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  • Rao Fu

摘要

Willingness to Communicate (WTC) is a critical factor in determining successful second language (L2) learning. Identifying the variables influencing WTC is essential for learners seeking to establish effective communication in an L2. However, several questions regarding WTC remain unanswered. This study aimed to explore how the link between informal digital learning of English (IDLE), basic psychological needs (BPNs), and positive affective variables—foreign language enjoyment (FLE) and grit—influences learners’ L2 WTC. The study examined WTC among 1,056 Chinese university students learning English as a foreign language (EFL) and analyzed five latent variables using partial least squares structural equation modeling (PLS-SEM). The analysis revealed that both IDLE and BPNs directly predicted WTC. Additionally, FLE and grit served as mediators between IDLE and WTC, as well as BPNs and WTC. This study further underscores the mediating role of positive variables in L2 learning. These findings hold significant implications for future EFL teaching strategies, suggesting that fostering enjoyment and grit through IDLE activities can enhance learners’ WTC.