ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE APPLYING DOUBLY LATENT MULTILEVEL ANALYSIS IN SECOND LANGUAGE ACQUISITION RESEARCH

• Published in: Studies in second language acquisition Vol. 40; no. 3; pp. 605 - 624
• Main Authors: Khajavy, Gholam Hassan, MacIntyre, Peter D., Barabadi, Elyas
• Format: Journal Article
• Language: English
• Published: New York Cambridge University Press 01.09.2018
• Subjects: Anxiety; Classroom Environment; Communication; Communicative Competence (Languages); Educational Research; Emotions; Foreign Countries; Instructional Leadership; Intention; Interpersonal Communication; Language Acquisition; Language Research; Learner Engagement; Learning Processes; Motivation; Psychological Patterns; School environment; Second language instruction; Second Language Learning; Second language teachers; Secondary School Students; Willingness to communicate; Iran
• ISSN: 0272-2631; 1470-1545
• DOI: 10.1017/S0272263117000304

The purpose of the present study was to examine the relations between emotions, classroom environment, and willingness to communicate (WTC) using the advanced quantitative methodological procedure of doubly latent multilevel analysis. To this end, 1528 secondary school students from 65 different classrooms in Iran participated in the study. Results of the doubly latent multilevel analysis showed that a positive classroom environment is related to fostering WTC and enjoyment, while it reduces anxiety among students. Moreover, enjoyment was found as an important factor in increasing WTC at both student and classroom level, while anxiety reduced WTC only at the student level. Finally, the results of the study are discussed and pedagogical implications are provided for language teachers.