Perceived Teacher Clarity and Willingness to Communicate in L2: The Mediating Effect of Enjoyment

Abstract

In the context of foreign language education, understanding the interplay between pedagogical practices and learners' emotional and communicative outcomes is critical. Therefore, this study pursued an investigation of the relationships between perceived teacher clarity, willingness to communicate (WTC), and foreign language enjoyment (FLE) among undergraduate students learning English as a Foreign Language (EFL) in China. The research also studied the mediating role of FLE in the connection between teacher clarity and WTC. Drawing on a mixed-methods approach, 276 EFL learners were recruited by convenience and asked to complete self-report questionnaires, which were rigorously assessed for reliability and validity. Semi-structured follow-up interviews were conducted with 12 randomly selected students to validate and enrich the quantitative findings. Structural equation modeling analysis indicated that teacher clarity significantly and positively predicted both WTC and FLE, while FLE, in turn, positively influenced WTC. Furthermore, FLE was identified as a mediating factor in the relationship between teacher clarity and WTC. The qualitative analysis of the interview data provided additional insights, highlighting participants' perceptions of how teacher clarity enhances FLE and WTC. The study elaborated on the theoretical and empirical implications of these findings and offered suggestions for future investigations.