Foreign language enjoyment, ideal L2 self, and intercultural communicative competence as predictors of willingness to communicate among EFL learners

TL;DR: In this article , a model of second language (L2) boredom based on coping self-efficacy (CSE), foreign language enjoyment (FLE), and mindfulness among English as a foreign language (EFL) learners was tested.

TL;DR: This study identifies four latent profiles of engagement and willingness to communicate in L2 learners, revealing intraindividual differences, and finds that positive achievement emotions, particularly enjoyment, significantly predict these profiles, with varying degrees of influence.

TL;DR: In this article, the author questions the validity of the pedagogic model based on the native speaker-based notion of communicative competence, which is found to be utopian, unrealistic, and constraining in relation to English as an International Language (EIL).

TL;DR: This paper investigated the antecedents of willingness to communicate (WTC) in a second language (L2) through two separate investigations conducted with Japanese adolescent learners of English and found that the attitudinal construct international posture leads to WTC and communication behavior.

TL;DR: The L2 Motivational Self System (L2MSS) as discussed by the authors is a self-theory in relation to L2 learning motivation, that is, the L2 self, the ought-to-L2 self and the learning experience.

TL;DR: The authors examined how the significant sociocultural changes that took place in Hungary in the 1990s affected school children's language-related attitudes and language learning motivation concerning five target languages, English, German, French, Italian, and Russian.