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The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language
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Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/tesq.155openalex-snapshot
A Sociocognitive Perspective on Second Language Classroom Willingness to Communicate
inferredcites →https://doi.org/10.1007/s10648-006-9032-1openalex-snapshot
Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts
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The Challenge of Measuring Willingness to Communicate in EFL Contexts
inferredcites →https://doi.org/10.1016/0001-6918(61)90016-6openalex-snapshot
Changes in Interpretations of Proverbs in Schizophrenic Patients
inferredcites →https://doi.org/10.1016/j.cedpsych.2016.03.004openalex-snapshot
Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second language classroom
inferredcites →https://doi.org/10.1016/j.cedpsych.2020.101847openalex-snapshot
Breaking the vicious cycle of language anxiety: Growth language mindsets improve lower-competence ESL students’ intercultural interactions
inferredcites →https://doi.org/10.1016/j.ijme.2014.12.001openalex-snapshot
Managing emotions: A case study exploring the relationship between experiential learning, emotions, and student performance
inferredcites →https://doi.org/10.1016/j.learninstruc.2020.101356openalex-snapshot
Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis
inferredcites →https://doi.org/10.1016/j.lindif.2016.11.005openalex-snapshot
Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings
inferredcites →https://doi.org/10.1016/j.lindif.2021.101981openalex-snapshot
Autonomy support predicts language mindsets: Implications for developing communicative competence and willingness to communicate in EFL classrooms
inferredcites →https://doi.org/10.1016/j.lrp.2012.09.011openalex-snapshot
Partial Least Squares: The Better Approach to Structural Equation Modeling?
inferredcites →https://doi.org/10.1016/j.system.2004.10.004openalex-snapshot
Dynamic emergence of situational willingness to communicate in a second language
inferredcites →https://doi.org/10.1016/j.system.2006.05.002openalex-snapshot
Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction
inferredcites →https://doi.org/10.1016/j.system.2009.12.013openalex-snapshot
Willingness to communicate and action control
inferredcites →https://doi.org/10.1016/j.system.2011.07.003openalex-snapshot
Beliefs and emotions in foreign language learning
inferredcites →https://doi.org/10.1016/j.system.2011.10.016openalex-snapshot
Investigating situational willingness to communicate within second language classrooms from an ecological perspective
inferredcites →https://doi.org/10.1016/j.system.2012.02.002openalex-snapshot
Towards an ecological understanding of willingness to communicate in EFL classrooms in China
inferredcites →https://doi.org/10.1016/j.system.2018.01.003openalex-snapshot
To talk or not to talk: A review of situational antecedents of willingness to communicate in the second language classroom
inferredcites →https://doi.org/10.1016/j.system.2018.02.002openalex-snapshot
Exploring the influence of community volunteerism on adult L2 learners’ willingness to communicate
inferredcites →https://doi.org/10.1016/j.system.2019.102126openalex-snapshot
Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching
inferredcites →https://doi.org/10.1016/j.tate.2012.01.005openalex-snapshot
Mapping the classroom emotional environment
inferredcites →https://doi.org/10.1016/s0193-3973(02)00139-9openalex-snapshot
Child development and classroom teaching: a review of the literature and implications for educating teachers
inferredcites →https://doi.org/10.1017/s026144480999036xopenalex-snapshot
Foreign and second language anxiety
inferredcites →https://doi.org/10.1017/s0272263117000304openalex-snapshot
ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE
inferredcites →https://doi.org/10.1017/s0272263120000480openalex-snapshot
A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT
inferredcites →https://doi.org/10.1037/0003-066x.56.3.218openalex-snapshot
The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.
inferredcites →https://doi.org/10.1037/0022-0663.99.1.83openalex-snapshot
Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement.
inferredcites →https://doi.org/10.1037/0022-3514.72.1.218openalex-snapshot
A hierarchical model of approach and avoidance achievement motivation.
inferredcites →https://doi.org/10.1037/a0023311openalex-snapshot
Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate.
inferredcites →https://doi.org/10.1037/a0027268openalex-snapshot
Classroom emotional climate, student engagement, and academic achievement.
inferredcites →https://doi.org/10.1037/a0029531openalex-snapshot
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation.
inferredcites →https://doi.org/10.1075/aral.39.3.04rosopenalex-snapshot
Learner perceptions and experiences of pride in second language education
inferredcites →https://doi.org/10.1080/00220973.2011.596853openalex-snapshot
Undergraduate Engineering Students’ Beliefs, Coping Strategies, and Academic Performance: An Evaluation of Theoretical Models
inferredcites →https://doi.org/10.1080/00461520.2012.722805openalex-snapshot
Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed
inferredcites →https://doi.org/10.1080/09588221.2019.1677722openalex-snapshot
Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: the case of two advanced learners of English
inferredcites →https://doi.org/10.1080/17439760.2010.508883openalex-snapshot
In search of durable positive psychology interventions: Predictors and consequences of long-term positive behavior change
inferredcites →https://doi.org/10.1080/17439760.2013.777766openalex-snapshot
Tracing the size, reach, impact, and breadth of positive psychology
inferredcites →https://doi.org/10.1093/elt/ccp083openalex-snapshot
A mindset for EFL: learners' beliefs about the role of natural talent
inferredcites →https://doi.org/10.1093/med:psych/9780198508144.003.0008openalex-snapshot
Positive Emotions in Education
inferredcites →https://doi.org/10.1111/1540-4781.00136openalex-snapshot
Willingness to Communicate in a Second Language: The Japanese EFL Context
inferredcites →https://doi.org/10.1111/j.1467-8624.2009.01348.xopenalex-snapshot
The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American Adolescents
inferredcites →https://doi.org/10.1111/j.1467-9922.2004.00250.xopenalex-snapshot
The Influence of Attitudes and Affect on Willingness to Communicate and Second Language Communication
inferredcites →https://doi.org/10.1111/j.1467-9922.2010.00576.xopenalex-snapshot
Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context
inferredcites →https://doi.org/10.1111/j.1540-4781.1998.tb05543.xopenalex-snapshot
Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation
inferredcites →https://doi.org/10.1111/j.1540-4781.2007.00623.xopenalex-snapshot
Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process
inferredcites →https://doi.org/10.1111/j.2044-8295.1961.tb00775.xopenalex-snapshot
RESPONSE TO AFFIRMATIVE AND NEGATIVE BINARY STATEMENTS
inferredcites →https://doi.org/10.1111/j.2044-8317.2004.tb00142.xopenalex-snapshot
The use of item parcels in structural equation modelling: Non‐normal data and small sample sizes
inferredcites →https://doi.org/10.1111/lang.12297openalex-snapshot
Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross‐Sectional and Longitudinal Study
inferredcites →https://doi.org/10.1111/modl.12380openalex-snapshot
Measuring Language Mindsets and Modeling Their Relations With Goal Orientations and Emotional and Behavioral Responses in Failure Situations
inferredcites →https://doi.org/10.1146/annurev.psych.56.091103.070258openalex-snapshot
Classroom Goal Structure, Student Motivation, and Academic Achievement
inferredcites →https://doi.org/10.1159/000242348openalex-snapshot
Regulating Debilitating Emotions in the Context of Performance: Achievement Goal Orientations, Achievement-Elicited Emotions, and Socialization Contexts
inferredcites →https://doi.org/10.1177/0033294117692808openalex-snapshot
Adult Chinese as a Second Language Learners' Willingness to Communicate in Chinese: Effects of Cultural, Affective, and Linguistic Variables
inferredcites →https://doi.org/10.1177/0261927x03022002003openalex-snapshot
Willingness to Communicate in a Second Language
inferredcites →https://doi.org/10.1177/0261927x12438538openalex-snapshot
Willingness to Communicate in English Among Iranian Non–English Major University Students
inferredcites →https://doi.org/10.1177/0261927x960151001openalex-snapshot
Personality, Attitudes, and Affect as Predictors of Second Language Communication
inferredcites →https://doi.org/10.1177/1362168819831408openalex-snapshot
Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings
inferredcites →https://doi.org/10.1177/1362168820958400openalex-snapshot
Language mindsets, perceived instrumentality, engagement and graded performance in English as a foreign language students
inferredcites →https://doi.org/10.1207/s15326985ep3702_4openalex-snapshot
Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research
inferredcites →https://doi.org/10.1207/s15327574ijt0101_4openalex-snapshot
Structural Equation Modeling With AMOS, EQS, and LISREL: Comparative Approaches to Testing for the Factorial Validity of a Measuring Instrument
inferredcites →https://doi.org/10.14746/ssllt.2012.2.2.4openalex-snapshot
Emotions that facilitate language learning: The positive-broadening power of the imagination
inferredcites →https://doi.org/10.14746/ssllt.2014.4.2.2openalex-snapshot
Introducing positive psychology to SLA
inferredcites →https://doi.org/10.14746/ssllt.2014.4.2.5openalex-snapshot
The two faces of Janus? Anxiety and enjoyment in the foreign language classroom
inferredcites →https://doi.org/10.14746/ssllt.2017.7.1.4openalex-snapshot
Positive and negative emotions underlie motivation for L2 learning
inferredcites →https://doi.org/10.18637/jss.v048.i02openalex-snapshot
lavaan : An R Package for Structural Equation Modeling
inferredcites →https://doi.org/10.3102/00028312038002437openalex-snapshot
The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School
inferredcites →https://doi.org/10.3138/cmlr.59.4.589openalex-snapshot
Talking in Order to Learn: Willingness to Communicate and Intensive Language Programs
inferredcites →https://doi.org/10.4135/9781483385693openalex-snapshot
Psychological Testing: A Practical Approach to Design and Evaluation
inferredcites →https://doi.org/10.4995/eurocall.2016.5693openalex-snapshot
Variations in motivation, anxiety and boredom in learning English in Second Life
inferredcites →https://doi.org/10.5860/choice.40-6104openalex-snapshot
Beyond coping: meeting goals, visions, and challenges
inferredcites →https://doi.org/10.5860/choice.44-2397openalex-snapshot
Mindset: the new psychology of success
inferredcites →https://doi.org/10.7575/aiac.ijels.v.6n.1p.86openalex-snapshot
The Relationships between Language Learning Strategies and Positive Emotions among Malaysian ESL
inferredcites →https://doi.org/10.9734/bpi/mplle/v3/1622fopenalex-snapshot
Studies in Second Language Acquisition
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Enhancing Emotional Assessment in Foreign Language Classrooms: Validation of the Achievement Emotions Questionnaire-Short
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Investigating the Interplay of Chinese English as Foreign Language Learners' Growth Mindset, Enjoyment, Adaptability, and Engagement in AI ‐Mediated Informal Digital Learning of English
inferred← citeshttps://doi.org/10.1007/s10212-025-00990-2openalex-snapshot
Fostering willingness to communicate in English: how growth mindset, academic self-efficacy, and foreign language enjoyment interact in junior high school students
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A cross-group study of relationships among university students’ online academic emotions, motivation, and engagement
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VR technology acceptance for English learning amongst secondary school students: role of classroom climate and language learning anxiety
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The Impact of Growth Mindset on Behaviour, Emotional, and Cognitive Engagement: The Serial Mediation Role of Achievement Emotions and Self-Efficacy
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The Structural Relationship Between Teacher Support and Willingness to Communicate: The Mediation of L2 Anxiety and the Moderation of Growth Language Mindset
inferred← citeshttps://doi.org/10.1007/s10936-024-10071-yopenalex-snapshot
The Impact of EFL Learners’ Negative Emotional Orientations on (Un)Willingness to Communicate in In-person and Online L2 Learning Contexts
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How can L2 motivational self system enhance willingness to communicate? The contribution of foreign language enjoyment and anxiety
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The study of the relationship between willingness to communicate and self-regulation with the mediating role of self-efficacy among English foreign language learners: structural equation modelling approach
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Teacher autonomy support predicts intended effort among EFL learners: the mediating role of hope and shame
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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
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Language learners’ mindset and their academic engagement in online classrooms: the mediating role of achievement emotions
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Exploring the Mediating Role of Emotions Between Growth Language Mindset and Engagement Among EFL Learners
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The Role of Anxiety and Self-perceived Communicative Competence in Bilingual Subject Teachers’ Willingness to Communicate in L2
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Classroom Social Climate and Student Engagement in English as a Foreign Language Learning: The Mediating Roles of Academic Buoyancy and Academic Emotions
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Profiling Korean Adolescents’ Willingness to Communicate in English: Mindsets and Emotions Across Classroom and Out-of-Class Contexts
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inferred← citeshttps://doi.org/10.1080/07294360.2024.2424159openalex-snapshot
Integration of growth mindset concepts into academic writing courses for novice researchers’ academic writing skills and competence
inferred← citeshttps://doi.org/10.1080/09588221.2024.2424321openalex-snapshot
Investigating the mediating role of Foreign Language Peace of mind and learning burnout in the relationship between Informal Digital Learning of English and willingness to communicate
inferred← citeshttps://doi.org/10.1080/09588221.2025.2497496openalex-snapshot
Enhancing willingness to communicate in the second language through technology: the effects of community of practice, enjoyment, and boredom in online classes
inferred← citeshttps://doi.org/10.1080/10494820.2023.2243291openalex-snapshot
A model to combine qualitative and quantitative measures in education for better assessment of learning outcomes
inferred← citeshttps://doi.org/10.1080/10494820.2024.2375637openalex-snapshot
Perceived usefulness of English (L2) learning apps and language mindset mediated by flow and motivation intensity: a serial mediation model and a network analysis
inferred← citeshttps://doi.org/10.1080/14790718.2023.2177653openalex-snapshot
The effects of student and teacher variables on anxiety, enjoyment, and boredom among Chinese high school EFL learners
inferred← citeshttps://doi.org/10.1080/17501229.2026.2630021openalex-snapshot
Impact of teacher support on L2WTC: the mediating roles of foreign language enjoyment and growth language mindset
inferred← citeshttps://doi.org/10.1080/17501229.2026.2658183openalex-snapshot
Fueling the urge to speak: foreign language peace of mind as a mediator between L2 growth mindset and L2 willingness to communicate among Chinese EFL learners
inferred← citeshttps://doi.org/10.1080/17501229.2026.2690028openalex-snapshot
The (in)congruence of L2 grit and growth mindset in shaping engagement among Thai learners of Chinese as an additional language: a response surface approach
inferred← citeshttps://doi.org/10.1080/17501229.2026.2715635openalex-snapshot
The emotional roller coaster of talking to the AI chatbot: an idiodynamic investigation of fluctuations of EFL learners’ enjoyment, anxiety, and boredom
inferred← citeshttps://doi.org/10.1080/17501229.2026.2739490openalex-snapshot
Form and meaning: the relationship between informal digital learning of English and willingness to communicate via self-Confidence and enjoyment
inferred← citeshttps://doi.org/10.1080/23273798.2025.2526466openalex-snapshot
L2-categorisation of linguistic and emotional prosody in German: an EEG study
inferred← citeshttps://doi.org/10.1080/2331186x.2025.2529075openalex-snapshot
Analyzing the relationships among the L2 motivational self system components, L2 anxiety, and intended effort among chinese learners of Japanese: a structural equation modeling
inferred← citeshttps://doi.org/10.1080/2331186x.2026.2732347openalex-snapshot
Multiple intelligence profiles vis-à-vis speaking achievements: evidence from Ethiopian EFL university students
inferred← citeshttps://doi.org/10.1111/bjep.70070openalex-snapshot
Students' willingness to communicate in the foreign language learning classroom: Exploring the roles of classroom support and psychological needs satisfaction
inferred← citeshttps://doi.org/10.1111/ejed.70124openalex-snapshot
Language Mindsets: A Systematic Review
inferred← citeshttps://doi.org/10.1111/ejed.70192openalex-snapshot
Foreign Language Enjoyment and Burnout as Predictors of Multilinguals' Willingness to Communicate
inferred← citeshttps://doi.org/10.1111/ejed.70422openalex-snapshot
Modelling the Interplay Between Willingness to Communicate and Foreign Language Classroom Anxiety Among Chinese EFL Learners in Robot‐Assisted Language Learning Environments
inferred← citeshttps://doi.org/10.1111/ejed.70634openalex-snapshot
Examining the Role of EFL Teacher‐Care and Credibility on Students' Motivation and Psychological Well‐Being in Smart Classrooms
inferred← citeshttps://doi.org/10.1111/ejed.70801openalex-snapshot
AI ‐Driven Instruction and Its Influence on EFL Learners' Self‐Efficacy, Self‐Regulation, and Grit
inferred← citeshttps://doi.org/10.1111/ejed.70823openalex-snapshot
EFL Learners' Well‐Being Affected by Their Self‐Efficacy and Resilience in AI‐Integrated Learning Environment
inferred← citeshttps://doi.org/10.1111/ejed.70849openalex-snapshot
The Impact of GenAI ‐Integrated Instruction on EFL Learners’ Willingness to Communicate, Motivation, and Well‐Being in Tertiary Education: A Mixed‐Effects Modelling Approach
inferred← citeshttps://doi.org/10.1111/ejed.70859openalex-snapshot
Pride and Shame in English Learning: Mediating the Relationship Between Classroom Environment and English Learning Engagement
inferred← citeshttps://doi.org/10.1111/flan.12595openalex-snapshot
Predictors of willingness to communicate in a second language (L2 WTC): Toward an integrated L2 WTC model from the socio‐psychological perspective
inferred← citeshttps://doi.org/10.1111/ijal.12572openalex-snapshot
Exploring the motivational mechanisms of growth beliefs on perseverance among EFL students: The role of ideal and ought‐to L2 selves
inferred← citeshttps://doi.org/10.1111/ijal.12689openalex-snapshot
Factors Influencing Tibetan College Students’ Willingness to Communicate in Their Second Language in China: A Mixed Methods Study
inferred← citeshttps://doi.org/10.1111/ijal.12713openalex-snapshot
Unpacking the Association Between Growth Mindset, L2 Grit, Conscientiousness, and Foreign Language Performance in a Chinese EFL Context
inferred← citeshttps://doi.org/10.1111/ijal.12792openalex-snapshot
Teacher‐Student Relationships as a Buffer: Mitigating Anxiety's Impact on Willingness to Communicate across Genders
inferred← citeshttps://doi.org/10.1111/ijal.12864openalex-snapshot
Teacher Support in Enhancing Willingness to Communicate: The Mediating Effect of Growth Language Mindset
inferred← citeshttps://doi.org/10.1111/ijal.70062openalex-snapshot
Directed Motivational Currents in US Undergraduate Language Learners: A Mixed‐Methods Study
inferred← citeshttps://doi.org/10.1111/ijal.70099openalex-snapshot
The Effect of Classroom Mastery Goals Structure on L2 Willingness to Communicate: The Mediating Roles of Positive Psychological Capital and Ideal L2 Self
inferred← citeshttps://doi.org/10.1111/ijal.70185openalex-snapshot
Language Mindset and Discipline Mindset Both Matter: Exploring the Effect of Growth Mindset on Motivation and Willingness to Communicate in EMI Higher Education
inferred← citeshttps://doi.org/10.1111/ijal.70302openalex-snapshot
The Congruent and Incongruent Effects of Emotions on Willingness to Communicate: Insights From Polynomial Regression With Response Surface Analysis
inferred← citeshttps://doi.org/10.1177/00315125241289192openalex-snapshot
Modeling the Contribution of Grit, Enjoyment, and Boredom to Predict English as a Foreign Language Students’ Willingness to Communicate in a Blended Learning Environment
inferred← citeshttps://doi.org/10.1177/00315125251325588openalex-snapshot
Unpacking the Relationship among Task Engagement, Achievement Emotions and Emotion Regulation among EFL Learners: A Network Analysis
inferred← citeshttps://doi.org/10.1177/00315125251414175openalex-snapshot
Learning Environment and Foreign Language Classroom Boredom: Unravelling the Emotional and Motivational Mechanisms
inferred← citeshttps://doi.org/10.1177/00336882251372643openalex-snapshot
Bridging the Digital Divide: Multilingual Young People’s Growth Mindset and Emotions in Artificial Intelligence-Mediated Informal Digital Learning of English Engagement
inferred← citeshttps://doi.org/10.1177/00336882251386935openalex-snapshot
Teaching EIL, ideal L2 self, and growth language mindset: Boosting EFL students' willingness to communicate
inferred← citeshttps://doi.org/10.1177/13621688221122611openalex-snapshot
Clustering perceived learning environment as antecedents of willingness to communicate in a second language
inferred← citeshttps://doi.org/10.1177/13621688221143258openalex-snapshot
Influencing language mindsets and English writing competence through an EAP program: A longitudinal study with latent transition analysis
inferred← citeshttps://doi.org/10.1177/13621688221144497openalex-snapshot
Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire – Second Language Learning
inferred← citeshttps://doi.org/10.1177/13621688221146884openalex-snapshot
Emotion, motivation and willingness to communicate in the language learning experience: A comparative case study of two adult ESOL learners
inferred← citeshttps://doi.org/10.1177/13621688221146887openalex-snapshot
Achievement goals, emotions and willingness to communicate in EFL learning: Combining variable- and person-centered approaches
inferred← citeshttps://doi.org/10.1177/13621688231194286openalex-snapshot
Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms
inferred← citeshttps://doi.org/10.1177/13621688231217026openalex-snapshot
Family socioeconomic status and foreign language emotions: Moderation of teacher–student relationships
inferred← citeshttps://doi.org/10.1177/13621688241234225openalex-snapshot
Affective factors, intercultural sensitivity, and willingness to communicate orally outside class: A study with EFL secondary school learners in Poland and Spain
inferred← citeshttps://doi.org/10.1177/13621688241237214openalex-snapshot
Predictors of second language willingness to communicate among US undergraduate students: Classroom social climate, emotions, and language mindset
inferred← citeshttps://doi.org/10.1177/13621688251352279openalex-snapshot
A holistic perspective on the contribution of foreign language peace of mind, enjoyment, anxiety, and boredom to EFL learners’ willingness to communicate: The mediating role of engagement
inferred← citeshttps://doi.org/10.1177/13621688251367858openalex-snapshot
Effects of motivational interventions on EFL learners’ willingness to communicate, self-confidence, and anxiety: An experimental study
inferred← citeshttps://doi.org/10.1177/13621688251369318openalex-snapshot
The interplay between foreign language enjoyment and willingness to communicate among tertiary CSL learners: The mediating roles of growth language mindset and classroom environment
inferred← citeshttps://doi.org/10.1177/13621688261426738openalex-snapshot
Effect of student engagement on growth mindset in learning English-as-a-foreign-language vocabulary: Role of foreign language enjoyment as mediator
inferred← citeshttps://doi.org/10.1177/21582440261467950openalex-snapshot
Emotions, Willingness to Communicate, and Flow in Language Learning: A Qualitative Inquiry into their Interactions
inferred← citeshttps://doi.org/10.1186/s40359-025-02576-5openalex-snapshot
An analysis of the empirical research on SL/FL teaching and learning based on positive psychology: a systematic literature review
inferred← citeshttps://doi.org/10.1186/s40359-025-02676-2openalex-snapshot
The relative importance of peace of mind, grit, and classroom environment in predicting willingness to communicate among learners in multi-ethnic regions: a latent dominance analysis
inferred← citeshttps://doi.org/10.1186/s40359-025-02952-1openalex-snapshot
Modeling the relationships between growth language mindset, L2 grit, and foreign language learning burnout
inferred← citeshttps://doi.org/10.1186/s40862-024-00312-xopenalex-snapshot
Perceptions of social interactions and second language willingness to communicate in different activities
inferred← citeshttps://doi.org/10.12677/ap.2026.167366openalex-snapshot
The Influence of Growth Language Mindset on University Students’ L2 Willingness to Communicate: The Mediating Roles of Self-Efficacy and Positive Emotion
inferred← citeshttps://doi.org/10.12973/ejels.4.2.103openalex-snapshot
The Application of Mindset Theories in English Language Education: A Synthesis of Recent Research
inferred← citeshttps://doi.org/10.1371/journal.pone.0304750openalex-snapshot
Impact of communication anxiety on L2 WTC of middle school students: Mediating effects of growth language mindset and language learning motivation
inferred← citeshttps://doi.org/10.1371/journal.pone.0328226openalex-snapshot
The impact of classroom interaction on willingness to communicate: The mediating roles of speaking self-efficacy and foreign language enjoyment
inferred← citeshttps://doi.org/10.1515/applirev-2024-0054openalex-snapshot
Moderation of teacher-student rapport in the link between smartphone addiction and foreign language burnout and its gender difference
inferred← citeshttps://doi.org/10.1515/applirev-2024-0199openalex-snapshot
Modeling the contribution of shame, boredom, and enjoyment to multilingual students’ willingness to communicate in a blended learning environment
inferred← citeshttps://doi.org/10.1515/iral-2022-0050openalex-snapshot
Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss
inferred← citeshttps://doi.org/10.1515/iral-2024-0058openalex-snapshot
Exploring the hierarchical antecedents of willingness to communicate and its relationship with utterance fluency in learning Chinese as a foreign language
inferred← citeshttps://doi.org/10.1515/lingvan-2021-0125openalex-snapshot
L2 motivation and willingness to communicate: a moderated mediation model of psychological shyness
inferred← citeshttps://doi.org/10.15178/va.2022.155.e1310openalex-snapshot
impacto del disfrute y la ansiedad en la voluntad de comunicarse de los estudiantes del idioma inglés
inferred← citeshttps://doi.org/10.17507/jltr.1505.09openalex-snapshot
Buffering the Effects of Students’ Perceived Task Difficulty on Cognitive Engagement in EFL Writing Classrooms: The Role of Foreign Language Enjoyment and Growth Mindset
inferred← citeshttps://doi.org/10.17509/ijal.v13i1.58276openalex-snapshot
The relationships between reading mindsets, reading engagement, and reading comprehension performance in the Saudi EFL context
inferred← citeshttps://doi.org/10.17576/ebangi.2023.2003.01openalex-snapshot
EXTENDED CURRICULUM PROGRAMME STUDENTS’ ATTITUDE TOWARDS ENGLISH AS A SECOND LANGUAGE IN A SOUTH AFRICAN UNIVERSITY
inferred← citeshttps://doi.org/10.18844/gjs.v12i2.8620openalex-snapshot
Communication in a second language and individual differences: Effects of student age, gender, and socioeconomic status
inferred← citeshttps://doi.org/10.2139/ssrn.6485278openalex-snapshot
Exploring willingness to communicate and L2 writing performance: Insights from a task-based Vietnamese classroom
inferred← citeshttps://doi.org/10.21744/lingcure.v6ns2.2055openalex-snapshot
Semantic study of the use of association, ambiguity, and lexical meanings, daily news headlines of Sinar Indonesia Baru Medan
inferred← citeshttps://doi.org/10.21834/ebpj.v7i22.4153openalex-snapshot
Exploring Positive Psychology Factors in the Quality of English as A Foreign Language Classroom Life: A Case Study
inferred← citeshttps://doi.org/10.22158/elsr.v5n2p79openalex-snapshot
The Study of the Correlation between EFL University Students’ L2WTC in English Class and Achievement Attribution
inferred← citeshttps://doi.org/10.23887/jpp.v55i2.42327openalex-snapshot
Development of assistive technology e-books basic concepts of art for children with learning disabilities
inferred← citeshttps://doi.org/10.2478/amns.2023.2.01004openalex-snapshot
Phonological and Lexical Change in English Linguistics Applying the Dominance Relatedness Approach
inferred← citeshttps://doi.org/10.26803/ijlter.20.11.4openalex-snapshot
Language Learners’ Willingness to Communicate and Speaking Anxiety in Online versus Face-to-Face Learning Contexts
inferred← citeshttps://doi.org/10.30743/jol.v5i1.6967openalex-snapshot
INDONESIAN UNIVERSITY STUDENTS’ MINDSET ABOUT THE ROLES OF TALENT AND EFFORT IN EFL LEARNING
inferred← citeshttps://doi.org/10.30827/portalin.vi42.29389openalex-snapshot
Frustración de las necesidades psicológicas básicas y emociones en la intención comunicativa en inglés como lengua extranjera
inferred← citeshttps://doi.org/10.31219/osf.io/89zscopenalex-snapshot
The Strength of Self and L2 Willingness to Communicate: The role of L2 Grit, Ideal L2 Self and Growth Language Mindset
inferred← citeshttps://doi.org/10.3138/rtcfl-2024-0006openalex-snapshot
Examining the Interplay of Grit, Classroom Emotions, and Willingness to Communicate Among Chinese as a Second Language Learners: A Structural Equation Modeling Approach
inferred← citeshttps://doi.org/10.32674/9y00wf80openalex-snapshot
Cultural moderation in second language Chinese learning
inferred← citeshttps://doi.org/10.33394/jollt.v13i1.13024openalex-snapshot
Exploring the Correlation between Students’ Perception of Translanguaging and Willingness to Communicate: A Mixed-Methods Study
inferred← citeshttps://doi.org/10.3389/feduc.2025.1614742openalex-snapshot
The effect of foreign language enjoyment on the willingness to communicate of non-English majors: the mediating role of L2 grit and academic buoyancy
inferred← citeshttps://doi.org/10.3389/feduc.2025.1653953openalex-snapshot
The effect of perceived teacher support on self-regulated learning behaviors: language mindsets and L2 grit as chain mediators
inferred← citeshttps://doi.org/10.3389/feduc.2026.1797618openalex-snapshot
Foreign language anxiety among Saudi university students: sources, gender variation, and perceived proficiency
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.789579openalex-snapshot
Positive Psychology 2.0 in a Foreign Language Classroom: Students’ Emotional Experience in English Classroom Interaction in China
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.883664openalex-snapshot
Chinese English as a Foreign Language Learners’ Individual Differences and Their Willingness to Communicate
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.933842openalex-snapshot
A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.935506openalex-snapshot
Relationship Between Growth Mindset and English Language Performance Among Chinese EFL University Students: The Mediating Roles of Grit and Foreign Language Enjoyment
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.997566openalex-snapshot
Toward the favorable consequences of academic motivation and L2 enjoyment for students' willingness to communicate in the second language (L2WTC)
inferred← citeshttps://doi.org/10.3389/fpsyg.2023.1203136openalex-snapshot
The implications of internet-based Chinese language courses on online classes
inferred← citeshttps://doi.org/10.3389/fpsyg.2024.1373290openalex-snapshot
Foreign language anxiety research in System between 2004 and 2023: looking back and looking forward
inferred← citeshttps://doi.org/10.3389/fpsyg.2024.1468464openalex-snapshot
The effect of grit on L2 willingness to communicate among Chinese junior high school students: an analysis of the differential roles of foreign language enjoyment and anxiety
inferred← citeshttps://doi.org/10.3389/fpsyg.2025.1545114openalex-snapshot
Foreign language enjoyment in language learning from a positive psychology perspective: a scoping review
inferred← citeshttps://doi.org/10.3389/fpsyg.2025.1551640openalex-snapshot
Emotion-related theories in classroom language learning: the conceptualization and causation of emotions
inferred← citeshttps://doi.org/10.3389/fpsyg.2025.1660462openalex-snapshot
The effects of perceived teacher support and growth language mindset on learner well-being in AI-integrated environment: the mediating role of generative AI attitude
inferred← citeshttps://doi.org/10.3389/fpsyg.2026.1762106openalex-snapshot
Teacher support and L2 writing engagement in GenAI-integrated classrooms: a serial mediation model of growth mindset and needs satisfaction
inferred← citeshttps://doi.org/10.3389/fpsyg.2026.1808101openalex-snapshot
Classroom climate and EFL students’ willingness to communicate: the mediating role of L2 grit
inferred← citeshttps://doi.org/10.3389/fpsyg.2026.1817760openalex-snapshot
Dimensional specificity of foreign language enjoyment in mediating AI-assisted informal digital learning and L2 willingness to communicate: evidence from Chinese University learners
inferred← citeshttps://doi.org/10.3389/fpsyg.2026.1876813openalex-snapshot
Rethinking foreign language boredom in AI-assisted learning: the hidden roles of growth mindset, AI literacy, and AI self-efficacy
inferred← citeshttps://doi.org/10.3389/fpsyg.2026.1877956openalex-snapshot
Artificial intelligence-assisted speaking in Spanish as a foreign language: effects on foreign language emotions and willingness to communicate
inferred← citeshttps://doi.org/10.3390/bs14080659openalex-snapshot
The Relationships of Self-Sustained English Learning, Language Mindset, Intercultural Communicative Skills, and Positive L2 Self: A Structural Equation Modeling Mediation Analysis
inferred← citeshttps://doi.org/10.3390/bs15040521openalex-snapshot
The Roles of Growth Language Mindset, Metacognitive Strategies, and Language Learning Self-Efficacy in Predicting L2 Willingness to Communicate: A Network Analysis and a Chain Mediation Model
inferred← citeshttps://doi.org/10.3390/bs15050584openalex-snapshot
Interplay Among Classroom Environment, Grit, and Enjoyment in Shaping Feedback-Seeking Behavior in L2 Writing
inferred← citeshttps://doi.org/10.3390/educsci14101073openalex-snapshot
The Role of Growth Mindset on the Relationships between Students’ Perceptions of English Language Teachers’ Feedback and Their ESL Learning Performance
inferred← citeshttps://doi.org/10.3390/su14010396openalex-snapshot
Sustainable Development of EFL/ESL Learners’ Willingness to Communicate: The Effects of Teachers and Teaching Styles
inferred← citeshttps://doi.org/10.4000/145iaopenalex-snapshot
Analyzing the Impact of Virtual Exchanges on Students’ L2 Willingness to Communicate
inferred← citeshttps://doi.org/10.4018/979-8-3693-5738-5.ch003openalex-snapshot
Bridging Theory and Practice
inferred← citeshttps://doi.org/10.46328/ijonses.591openalex-snapshot
The Relationship between Language Mindsets and Foreign Language Anxiety for University Second Language Learners
inferred← citeshttps://doi.org/10.48146/odusobiad.1944021openalex-snapshot
The review of speaking anxiety among EFL preparatory students
inferred← citeshttps://doi.org/10.54097/cwds7a78openalex-snapshot
Research on the Influence of Emotional Intelligence and Academic Emotions on Willingness to Communicate in a Second Language of Middle School Students
inferred← citeshttps://doi.org/10.59743/jau.v35i3.721openalex-snapshot
Motivation Towards Learning English Influencing Willingness to Communicate in English
inferred← citeshttps://doi.org/10.61186/ijpb.17.1.139openalex-snapshot
Predicting Enjoyment of Learning English Based on Emotional Intelligence, Willingness to Communicate, and Self-Disclosure
inferred← citeshttps://doi.org/10.66473/rcmg.v7i1.1146openalex-snapshot
The incidence of emotional intelligence and motivation on EFL students’ oral communication skills
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