Volume 30 Number 2, Special Issue: Emotional CALL Exploring the relationship between L2 belongingness, personal L2 enjoyment, and willingness to communicate across language learning contexts

Exploring the relationship between L2 belongingness, personal L2 enjoyment, and willingness to communicate across language learning contexts

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May 29, 2026, 11:04 p.m.
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June 1, 2026, 9:51 p.m.
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June 1, 2026, 9:51 p.m.
access-status:
open.access
bitstream:
[['https://scholarspace.manoa.hawaii.edu/bitstreams/db22b23b-ce2f-406b-8cac-0d6807a40ae9/download', '30_02_10125-73680.pdf']]
bitstream_txt:
[['https://scholarspace.manoa.hawaii.edu/bitstreams/68d3e603-256a-4696-9419-e81a3c7e4921/download', 'full_text']]
collection:
Volume 30 Number 2, Special Issue: Emotional CALL
contributor.author:
Solhi, Mehdi Zadorozhnyy, Artem Lee, Ju Seong
contributor.editor:
Kruk, Mariusz Pawlak, Mirosław
date.accessioned:
2026-05-29T23:03:54Z
date.available:
2026-05-29T23:03:54Z
date.issued:
2026-06-01
description.abstract:
While previous studies have highlighted the significant roles of both social and emotional factors in shaping learners' behavioral intention, relatively few have examined how these factors interact across diverse second or foreign language (L2) learning environments. To fill in the existing gap, this study examined the relationship between L2 belongingness, personal L2 enjoyment, and willingness to communicate (WTC) in both in-person and online classes. Data from 293 first-year Turkish English as a foreign language (EFL) university students were analyzed using hierarchical regression analysis. The results indicated that students with higher academic and social belongingness reported higher WTC in both settings. Additionally, L2 enjoyment moderated this relationship. The findings demonstrate how external factors—teacher and peer support, coupled with an internal emotional state—personal enjoyment—drives EFL learners’ communication willingness in different L2 learning contexts. The findings highlight the importance of creating a supportive and inclusive learning environment where educators foster connections among students and between students and teachers in face-to-face and online language classes. Incorporating enjoyable and engaging L2 activities is also recommended to boost students' communication willingness in different L2 learning contexts.
endingpage:
60
format.extent:
25 pages
identifier.citation:
Solhi, M., Zadorozhnyy, A., & Lee, J. S. (2026). Exploring the relationship between L2 belongingness, personal L2 enjoyment, and willingness to communicate across language learning contexts. Language Learning & Technology, 30(2), 36–60. https://doi.org/10.64152/10125/73680
identifier.doi:
https://doi.org/10.64152/10125/73680
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73680
number:
2
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/item/10125-73680/
startingpage:
36
subject:
L2 academic belongingness social belongingness L2 enjoyment L2 willingness to communicate
title:
Exploring the relationship between L2 belongingness, personal L2 enjoyment, and willingness to communicate across language learning contexts
type:
Article
volume:
30