Willingness to communicate and aspects of the L2 motivational self-system in mainland Chinese EFL learners / Lan Guoxing

Lan , Guoxing (2022) Willingness to communicate and aspects of the L2 motivational self-system in mainland Chinese EFL learners / Lan Guoxing. PhD thesis, Universiti Malaya.

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Abstract

This study aims to extend understanding of the psychological processes pertaining to the learning of a second or foreign language (L2), in particular, the associationbetween the construct of ideal L2 self (IDL2S) and L2 willingness to communicate (L2 WTC). To achieve this goal, it developed a conceptual model that examined double mediators of grit and L2 classroom environment (L2 CE) as well as a moderator variable ofpsychological shyness in the relationship between these two constructs. An explanatory sequential mixed methods design (QUANqual) was adopted to implement the study. In the first phase, a questionnaire comprising five scales was developed to collect quantitative data from 857 (N=857) undergraduate English majors at three state universities across three cities in China. In the second phase, an interview protocol and topics for focus group discussions were developed based on the results of the first phase’ssurvey to gather qualitative data from 22 semi-structured interviews (n=22) and 3 focus group discussions (n=12) for the purpose of data triangulation. A series of rigorous statistical procedures were used to analyze the quantitative data with the computer software of SPSS, AMOS, and SmartPLS. All necessary tests were performed to ensure that the assumptions for each statistical procedure were fulfilled. The qualitative data were analyzed by thematic analysis and quantification of categories with theaid of the computer softwareNVivo. Findings from the quantitative data indicated that the ideal L2 self was positively related to grit, L2 classroom environment, and L2 willingness to communicate. Additionally, double mediators of grit and L2 classroom environment were found to mediate the association between the construct of ideal L2 self and L2 willingness to communicate. Furthermore, the distal mediated nexus IDL2SGRITL2CEL2WTC was moderated by the students’ psychological shyness. Qualitative findings indicated that the participants were more willing to communicate in the L2 if they had well-defined images of the ideal L2 self and when the classroom environment was more positive. In contrast, the students were unwilling to communicate in the L2 if they were shy, timid, anxious, introverted, and when the classroom environment was dull, boring, or lifeless. Another notable finding from the qualitative strand was the construct of dreaded L2 self that emerged from the interview data conveying the participants’ various fears of the L2. Triangulation of the data indicated that L2 willingness to communicate was positively associated with the ideal L2 self, grit, and L2 classroom environment, while shyness was associated with L2 unwillingness to communicate and dreaded L2 self. The study holds notable pedagogical implications. Findings in this study suggest that language educators may improve the L2 learners’ WTC by creating a positive classroom environment, triggering their ideal L2 self, fostering their gritty qualities, and helping them to set medium-and long-term language learning goals. Additionally, encouraging those shy students, reducing their social anxiety, and enhancing their self-confidence are viable pedagogical strategies.

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