L2 learners’ Willingness to Communicate: The effects of affective factors and virtual intercultural experiences
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This study examined the effects of affective factors and virtual intercultural experiences (VIEs) on willingness to communicate in L2 (L2 WTC) across inside- and outside-the-classroom contexts, and in digital settings. Data from 140 Korean undergraduates were analyzed using Pearson’s correlations and hierarchical multiple regressions. The results revealed that L2 WTC across the three contexts was significantly influenced by affective factors and VIEs. Specifically, self-perceived L2 communication competence (L2 SPCC), adventurousness and motivation strongly predicted L2 WTC inside-the-classroom, while L2 SPCC and adventurousness influenced L2 WTC outside-classroom. In digital settings, adventurousness and prior VIEs were key predictors, with L2 communication apprehension (CA) having no significant impact. The findings underscore the role of affective factors and VIEs in enhancing L2 WTC.
Abstract
This study examined the effects of affective factors and virtual intercultural experiences (VIEs) on willingness to communicate in L2 (L2 WTC) across inside- and outside-the-classroom contexts, and in digital settings. Data from 140 Korean undergraduates were analyzed using Pearson’s correlations and hierarchical multiple regressions. The results revealed that L2 WTC across the three contexts was significantly influenced by affective factors and VIEs. Specifically, self-perceived L2 communication competence (L2 SPCC), adventurousness and motivation strongly predicted L2 WTC inside-the-classroom, while L2 SPCC and adventurousness influenced L2 WTC outside-classroom. In digital settings, adventurousness and prior VIEs were key predictors, with L2 communication apprehension (CA) having no significant impact. The findings underscore the role of affective factors and VIEs in enhancing L2 WTC.