The Full Mediating Role Of Self-confidence In The Relationship Between Classroom Social Climate And Willingness To Communicate In Digital Contexts: Insights From L2 Chinese Learners In Target Language Environments
Description
1. Research Hypothesis H1. Task orientation (TO) is significantly related to WTC in digital contexts among L2 Chinese learners in target environments. H2. Student cohesiveness (SC) is significantly related to WTC in digital contexts among L2 Chinese learners in target environments. H3. Teacher support (TS) is significantly related to WTC in digital contexts among L2 Chinese learners in target environments. H4. Task orientation (TO) is significantly related to COF among L2 Chinese learners in target environments. H5. Student cohesiveness (SC) is significantly related to COF among L2 Chinese learners in target environments. H6. Teacher support (TS) is significantly related to COF among L2 Chinese learners in target environments. H7. COF is significantly related to WTC in digital contexts among L2 Chinese learners in target environments. H8. COF significantly mediates between task orientation (TO) and WTC in digital contexts among L2 Chinese learners in target environments. H9. COF significantly mediates between student cohesiveness (SC) and WTC in digital contexts among L2 Chinese learners in target environments. H10. COF significantly mediates between teacher support (TS) and WTC in digital contexts among L2 Chinese learners in target environments. 2. Data and Collection Method The data were gathered from 457 international students studying Chinese in Shandong Province, China. The quantitative survey used standardized questionnaires to assess TO, SC, TS, COF, and WTC. Statistical analysis was conducted using AMOS 26.0 to construct a Structural Equation Model (SEM), examining the relationships between variables and testing the mediation model of COF. 3. Findings (1) Task orientation, student cohesiveness, and teacher support did not directly predict WTC in digital contexts among L2 Chinese learners; (2) Task orientation and student cohesiveness significantly predicted self-confidence (p<0.001); (3) Self-confidence significantly predicted WTC in digital contexts (p<0.001); and (4) Self-confidence fully mediates the relationship between task orientation, student cohesiveness and WTC in digital contexts.
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Before data collection, the researcher applied for an ethical approval letter from their university’s ethics committee, which was granted two months later. Subsequently, the researcher then contacted L2 Chinese teachers at selected universities (randomly sampling method) in Shandong Province, China, to obtain their consent for the questionnaire distribution. The questionnaire took about 10 minutes to complete. After the end of the L2 Chinese language class, the researcher distributed the questionnaire and participants consent form, explained the study’s purpose, and assured participants of anonymity and data confidentiality. Participants were informed that their participation was voluntary and that they could withdraw from the study at any time. After data collection, the researcher screened the data and manually entered it into an Excel sheet, which was subsequently encrypted.