Modeling the L2 Motivational Self System, Foreign Language Anxiety, and Willingness to Communicate: Evidence from Thai Undergraduates

Information from the abstract

The present study employed structural equation modeling (SEM) to examine the relationships among the L2 motivational self system (L2MSS), foreign language anxiety (FLA), and willingness to communicate (WTC) in a second language learning context among Thai undergraduates. Data were collected from 301 students at two private universities using a questionnaire measuring the ideal L2 self, ought-to L2 self, L2 learning experience, FLA, and WTC. The results showed that the ideal L2 self and L2 learning experience significantly predicted WTC. With regard to FLA, the ought-to L2 self positively predicted FLA, whereas the ideal L2 self was not a significant predictor; in addition, L2 learning experience negatively predicted FLA, although the effect was relatively modest. FLA, in turn, negatively predicted WTC and functioned as a suppressing mediator in the relationship between L2MSS and WTC. These findings suggest that motivational and affective factors jointly shape Thai learners’ WTC and provide important pedagogical implications for L2 teachers, underscoring the importance of fostering learners’ ideal L2 self and positive learning experiences while creating supportive classroom environments to help alleviate anxiety.

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Related topics: EFL/ESL Teaching and Learning · Second Language Learning and Teaching · Communication in Education and Healthcare