Physical Exercise and EFL Learners’ Communication Competence: Indirect Pathways Through L2 Grit, L2 Growth Mindset, and Willingness to Communicate

Abstract

This study examines how physical exercise relates to EFL learners’ communication competence by fostering L2 grit, a L2 growth mindset, and willingness to communicate (L2 WTC). Using a cross-sectional survey design with exploratory factor analysis (EFA), two-way between-subjects ANOVA, and structural equation modeling (SEM) on 776 first-year Chinese EFL students (aged 18–22) with no international experience, the study revealed no significant effect of exercise type (individual, dual, or team sports) on these traits, structural equation modeling uncovered a positive association between exercise frequency and L2 grit. Greater L2 grit fosters a stronger growth mindset, which enhances L2 WTC and ultimately improves learners’ self-perceived communication competence. These findings provide the first evidence of physical activity’s indirect role in language learning through positive psychology constructs. Highlighting the need to address learners’ physical and psychological well-being, this study advocates for integrating physical exercise into EFL programs to support both linguistic and personal development. By fostering holistic learning environments, educators and policymakers can better equip learners to thrive in an increasingly disrupted and complex era.