Earticle

초록

영어

This study aimed to empirically analyze the impact of English learners' mindsets, enjoyment, anxiety and grit on English proficiency, as well as the roles of Willingness to Communicate (WTC) and motivation in this process. While previous research has identified the contributions of these factors, the structural causal relationships among these variables when considered simultaneously have not yet been elucidated. To address this gap, the current study measured various factors related to English learning among university students and employed structural equation modeling to analyze the interrelationships and causal effects. The findings revealed that both mindset and WTC positively influenced English proficiency, whereas anxiety related to English learning had a negative impact. Additionally, the mediation analysis of WTC indicated its significant mediating role in the effects of enjoyment, anxiety, and mindset on English proficiency improvement. Finally, the analysis of the moderating effect of motivation showed that while motivation mitigated the negative impact of anxiety on English proficiency, it did not moderate the effects of mindset and enjoyment on English learning.

목차

Abstract
1. INTRODUCTION
2. THEORETICAL BACKGROUND
2.1 WTC and English Education
2.2 The Role of Learning Motivation in Second Language Acquisition
2.3 Other Affective Factors in English Education
3. Methodology
3.1 Data Collection Method
3.2 Variables and Measurement Tools
3.3 Data Analysis Method
4. Results
4.1 Results of Confirmatory Factor Analysis (CFA)
4.2 Results of Hypothesis Testing for the Structural Model
4.3 Mediating Effects of WTC
4.4 Moderating Effects of Learning Motivation
5. Conclusion
References

저자

• Yena Lee [ Cha University / Assistant Professor ] First author
• Hye Rang Om [ Korea University / lecturer ] Corresponding author

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