Fostering willingness to communicate in English: the role of personal responsibility and societal obstacles in successful ageing

• Zhanyu Wang ^[2] ; Xiang Li ^[1] ; Zhaoyang Gao ^[1]
  1. [1] Panzhihua University

     Panzhihua University

     China

     
  2. [2] Panzhihua Foreign Language School
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 3, 2025
• Idioma: inglés
• DOI: 10.1007/s10212-025-00990-2
• Texto completo no disponible (Saber más ...)
• Resumen

  • Despite the increasing recognition of English communication skills as essential for global participation, many students in non-native English-speaking countries experience reluctance to communicate in English, particularly in junior high school settings. This research investigates the effect of growth mindset on junior high school students’ willingness to communicate in English, concentrating on the sequential mediation of academic self-efficacy and foreign language enjoyment. Using a sample of 533 grade 8 students, the study employed PLS-SEM to test the proposed relationships. The results revealed a positive effect of growth mindset on willingness to communicate in English. Growth mindset also positively influenced academic self-efficacy and foreign language enjoyment, both of which showed significant positive effects on willingness to communicate. Furthermore, academic self-efficacy and foreign language enjoyment played key mediating roles, with a chain mediation effect observed between growth mindset and willingness to communicate. These findings elucidate the complex interplay between cognitive and emotional factors in language learning, suggesting that fostering growth mindset, enhancing self-efficacy, and increasing enjoyment can collectively improve students’ communication willingness. The study provides critical insights for educational interventions aimed at promoting English communication skills among junior high school students.

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