Research on the Influence of Emotional Intelligence and Academic Emotions on Willingness to Communicate in a Second Language of Middle School Students
DOI:
https://doi.org/10.54097/cwds7a78Keywords:
Willingness to Communicate in Second Language, Emotional Intelligence, Academic Emotions (AEs)Abstract
In the context of globalization, second language communication skills have become one of the essential core competencies for middle school students. However, there are significant differences in the willingness and enthusiasm exhibited by different middle school students in second language communication. Previous studies have shown that this difference is closely related to the emotional intelligence (EI) of middle school students, and the enjoyment and anxiety generated during foreign language learning may also play an important role in it. This research selected 120 middle school English learners as research subjects and conducted empirical research using quantitative research methods. SPSS 27.0 was used to test the normal distribution, descriptive statistics, correlation analysis, and multiple regression analysis of the data. PROCESS v4.1 was used to test the mediating effect of foreign language anxiety (FLA) and foreign language enjoyment (FLE), and to clarify the specific mechanism by which EI affects learners' willingness to communicate in a second language (L2 WTC). Not only does it touch on core issues in multiple disciplines such as psychology, education, and linguistics, but it also provides a new perspective and strategy for understanding and optimizing the second language learning process.
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