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

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SOLHİ M., Zadorozhnyy A., Lee J. S.

Language Learning and Technology, cilt.30, sa.2, ss.36-60, 2026 (SSCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 30 Sayı: 2
  • Basım Tarihi: 2026
  • Doi Numarası: 10.64152/10125/73680
  • Dergi Adı: Language Learning and Technology
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, ERIC (Education Resources Information Center), Linguistic Bibliography, MLA - Modern Language Association Database, Directory of Open Access Journals, MLA International Bibliography
  • Sayfa Sayıları: ss.36-60
  • Anahtar Kelimeler: L2 academic belongingness, L2 enjoyment, L2 willingness to communicate, social belongingness
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • İstanbul Medipol Üniversitesi Adresli: Evet

Özet

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.