Developing and validating multi-scenario EFL willingness to communicate scale across classroom, extracurricular, and GenAI-mediated scenarios

Abstract

With the widespread application of generative artificial intelligence (GenAI) in language learning, interaction with GenAI has become an important form of English-speaking practice. However, existing Willingness to Communicate (WTC) in EFL context scales have not yet adequately captured this emerging context. Therefore, this study aims to extend the theoretical framework of English WTC in the era of GenAI and to develop and validate a multi-scenario WTC scale that encompasses classroom, extracurricular, and GenAI-mediated scenarios. Using a sample of 1,899 university students, the study employed principal component analysis, confirmatory factor analysis, correlation analysis, and multi-group invariance testing to systematically examine the reliability and validity of the scale. The results indicate that the scale demonstrates good reliability and validity, and exhibits strong measurement invariance across gender and household registration groups.