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This mixed-methods study investigates whether and to what extent positive psychology constructs (classroom enjoyment, grit, and growth mindset) and Extramural English predict primary school students' willingness to communicate in a second language (L2 WTC) both in the classroom (a fictitious but common setting for English communication among English as an Foreign Language [EFL] students) and outside the classroom (a natural and increasingly prevalent environment for EFL communication). We collect and analyze survey data from 160 EFL primary school students in Hong Kong (ages 6–13 years old). Hierarchical regression analyses reveal that L2 WTC in the classroom is predicted by classroom enjoyment, grit, and Extramural English. A slightly different picture emerges outside of the classroom, with grit, growth mindset, and Extramural English predicting L2 WTC. Semi-structured interviews (N = 8) confirm and elaborate on the quantitative findings. Our findings suggest that through grit- and Extramural English-integrated intervention programmes, EFL teachers can improve young learners' L2 WTC both inside and outside the classroom. Furthermore, teachers can improve young learners' L2 WTC in the classroom by creating a positive learning environment, while also improving their L2 WTC outside of the classroom by cultivating their growth mindset system. [ABSTRACT FROM AUTHOR]

This study used an idiodynamic method to investigate fluctuations in the level of willingness to communicate in a second language (L2 WTC) in an online class. Seven EFL university students took part in four online class sessions (each lasting 20 min). They rated their L2 WTC after each session while watching a video recording of their performance. Following that, stimulated recalls and semi-structured interviews were used to identify factors influencing moment-to-moment changes in their L2 WTC. The findings indicate that EFL learners' levels of L2 WTC are highly dynamic as a result of the combined influences of various trait-like (e.g. openness to a new online learning experience) and state-like factors (e.g. technical issues) factors during their participation in an online class. In practice, these findings indicate that L2 teachers can continue to play an important role in increasing students' active participation in an online classroom by creating a positive learning environment through affective, technical, and pedagogical supports. This study demonstrates, methodologically, that an idiodynamic method is a useful analytical approach for comprehending the fluid and dynamic nature of L2 WTC in an online classroom—an emerging L2 learning environment. [ABSTRACT FROM AUTHOR]

AbstractEFL students are increasingly engaging in self-directed English learning in extramural digital settings (Informal Digital Learning of English; IDLE). However, effective strategies for boosting IDLE engagement are largely unexplored. The Basic Psychological Needs (BPNs) theory, a fundamental element of the Self-Determination Theory, proposes that fulfilling three core needs—autonomy, competence, and relatedness—is crucial for human well-being and optimal functioning. Hence, this study aims to investigate the potential connection between in-class BPNs and receptive (consuming content) and productive (producing content) IDLE activities. Data from 472 Kazakhstani EFL students across seven universities were analyzed using structural equation modeling. Our findings showed that students with higher overall BPNs engaged more in IDLE activities, particularly those with higher competence in both receptive and productive IDLE, and those with higher autonomy in productive IDLE. Surprisingly, relatedness was not a significant factor in IDLE. Our study offers the first empirical evidence demonstrating a positive link between BPNs and IDLE engagement. Pedagogically, educators can develop strategies aligned with students’ BPNs to enhance their IDLE engagement. [ABSTRACT FROM AUTHOR]

This mixed-methods study aims to examine the mediating role of attitude toward English varieties in the relationship between Informal Digital Learning of English (IDLE) and perceptions of using English as an International Language (EIL) materials in pre-service English teachers. We collected and analyzed survey data from 434 Indonesian EFL pre-service teachers, using the Jamovi programme. Survey results showed that both receptive and productive IDLE activities had a significant impact on attitudes toward different forms of English, which in turn had a significant impact on views of using EIL resources. Individual interviews (n = 10) and stimulated recalls (n = 7) revealed that participation in IDLE activities (e.g. watching YouTube videos with different English accents and users) aided in maintaining a more positive attitude toward different varieties of English. As a result, pre-service EFL teachers became more open to using EIL materials, such as listening materials that employ different English accents. This study suggests that IDLE is an important factor in developing positive attitudes toward English varieties, an approach that may enable today's pre-service EFL teachers to become more open toward and tolerant of integrating EIL pedagogy into practice. [ABSTRACT FROM AUTHOR]

This study was conducted with two goals in mind: (1) to explore the mediating roles of L2 enjoyment as a positive emotion and L2 anxiety as a negative emotion in the relationship between Informal Digital Learning of English (IDLE) and L2 willingness to communicate (L2 WTC) in an exam-oriented EFL context, and (2) to further examine whether gender and educational stage play any role in these relationships. Participants include 1,265 Korean EFL learners (764 secondary and 501 tertiary students; 400 males and 865 females). Moderated mediation structural equation modelling results found: (1) L2 enjoyment and L2 anxiety partially mediated the relationship between IDLE and L2 WTC. L2 enjoyment was a stronger mediator than L2 anxiety; (2) IDLE affected females more than males in terms of reducing their L2 anxiety; (3) L2 emotions played a similar mediation role for secondary and tertiary students. These findings advance our understanding of how emotions mediate the association between IDLE and L2 WTC in relation to individual and contextual differences. [ABSTRACT FROM AUTHOR]