AI tool use, self-efficacy, foreign language enjoyment, and willingness to communicate: a moderated serial mediation model among Chinese EFL learners. [PDF]
Front PsycholXu L, Wang Y, Feng Y.
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Classroom climate and EFL students' willingness to communicate: the mediating role of L2 grit. [PDF]
Front PsycholErdel D.
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Affective pathways in human-AI interaction: the formation of willingness to communicate among Chinese KFL learners in AI-mediated informal digital learning of Korean. [PDF]
Front PsycholJin Y, Min B.
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Developing and validating multi-scenario EFL willingness to communicate scale across classroom, extracurricular, and GenAI-mediated scenarios. [PDF]
BMC PsycholZhong W, Zhou Z, Wang L, Yang Y.
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Understanding L2 willingness to communicate: the interplay of growth mindset, foreign language enjoyment and anxiety. [PDF]
BMC PsycholZhang T, Sultana M, Bibi R.
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L2 Willingness to Communicate in the Context of Online Learning Environments: A Systematic Review. [PDF]
Behav Sci (Basel)Wang F, Yu X, Pan X.
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Dimensional specificity of foreign language enjoyment in mediating AI-assisted informal digital learning and L2 willingness to communicate: evidence from Chinese University learners. [PDF]
Front PsycholGuo S, Wang C.
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The predictive effects of foreign language anxiety and boredom on willingness to communicate among Chinese struggling EFL learners. [PDF]
Heliyon, 2023 Bai S.
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Beyond technology: the dominance of affective factors in explaining speaking ability among Chinese learners using an online platform. [PDF]
Front PsycholBao W, Wu J, Zhou Y, Zha R.
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Emotional intelligence and language learning performance of EFL learners in China: chain mediating effects of willingness to communicate and foreign language learning boredom. [PDF]
Front PsycholWang R, Xu Q.
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