Liu Zhiyu, Sun Dawei, Zhang Lei, Wang Xianzhi, Yang Yanchao
College of Foreign Languages, North China University of Science and Technology, Tangshan, Hebei, People's Republic of China.
Department of International Cooperation, North China University of Science and Technology, Tangshan, Hebei, People's Republic of China.
PLoS One. 2025 Jul 16;20(7):e0328226. doi: 10.1371/journal.pone.0328226. eCollection 2025.
In the realm of second language acquisition, classroom interaction (CI) is pivotal for learners' language development, and willingness to communicate (WTC) is widely recognized as a key factor in successful language learning. However, previous studies have not fully addressed the impact of CI on WTC, particularly regarding the mediating roles of speaking self-efficacy (SSE) and foreign language enjoyment (FLE). Therefore, this study aims to address these gaps. The research recruited 623 undergraduate students from three universities in China. Data were collected using a self-designed questionnaire that demonstrated strong reliability and validity. Structural equation modeling was employed to test the proposed hypotheses, with bootstrap analysis used to assess the significance of mediation effects. The results revealed that CI had a significant positive direct impact on WTC. Moreover, both SSE and FLE significantly mediated the relationship between CI and WTC. Notably, CI also affected WTC through the chain mediating effect of SSE and FLE. These findings provide empirical support for relevant theories and offer practical implications for language educators, such as fostering interactive classroom environments to boost students' SSE and FLE, ultimately promoting their WTC in language learning. The limitations and directions for future research were also discussed.
在第二语言习得领域，课堂互动对学习者的语言发展至关重要，而交际意愿被广泛认为是成功语言学习的关键因素。然而，以往的研究尚未充分探讨课堂互动对交际意愿的影响，特别是在口语自我效能感和外语学习乐趣的中介作用方面。因此，本研究旨在填补这些空白。该研究招募了来自中国三所大学的623名本科生。数据通过自行设计的问卷收集，该问卷具有很强的信效度。采用结构方程模型来检验所提出的假设，并使用自助法分析来评估中介效应的显著性。结果表明，课堂互动对交际意愿有显著的正向直接影响。此外，口语自我效能感和外语学习乐趣都显著中介了课堂互动与交际意愿之间的关系。值得注意的是，课堂互动还通过口语自我效能感和外语学习乐趣的链式中介效应影响交际意愿。这些发现为相关理论提供了实证支持，并为语言教育工作者提供了实践启示，例如营造互动性的课堂环境以提高学生的口语自我效能感和外语学习乐趣，最终促进他们在语言学习中的交际意愿。研究还讨论了局限性和未来研究方向。
