A Structural Equation Modeling Approach to Iranian EFL Learners’ Willingness to Communicate: The Mediating Roles of Foreign Language Enjoyment and L2 Grit

Behnaz Razmi; Masoud Zoghi; Hanieh Davatgari

Authors

Behnaz Razmi Department of English Language Teaching, Ah.C., Islamic Azad University, Ahar, Iran Author https://orcid.org/0009-0008-1245-9958
Masoud Zoghi Department of English Language Teaching, Ah.C., Islamic Azad University, Ahar, Iran https://orcid.org/0000-0001-6480-0478
Hanieh Davatgari Department of English Language Teaching, Ah.C., Islamic Azad University, Ahar, Iran Author https://orcid.org/0000-0003-3053-1227

Keywords:

Willingness to Communicate (WTC), L2 Motivational Self System (L2MSS), Achievement Goal Orientation, Foreign Language Enjoyment (FLE), L2 Grit

Abstract

Willingness to communicate (WTC) has been recognized as a crucial construct in second language acquisition, reflecting learners’ readiness to initiate communication in the target language. Although previous studies have investigated the relationships among L2 Motivational Self System (L2MSS), achievement goal orientation, Foreign Language Enjoyment (FLE), grit, and WTC, these constructs have largely been examined independently, leaving the integration of motivational and positive psychological perspectives insufficiently explored. The present study aimed to develop and test an integrated model explaining Iranian EFL learners’ WTC by examining the direct and indirect effects of L2MSS and achievement goal orientation through the mediating roles of L2 grit and FLE. A sequential explanatory mixed-methods design was employed. In the quantitative phase, questionnaire data were collected and analyzed using descriptive statistics, reliability analysis, confirmatory factor analysis, correlation analysis, and structural equation modeling (SEM). The qualitative phase involved semi-structured interviews to provide deeper insights into the quantitative findings. Results indicated that L2MSS and achievement goal orientation significantly predicted WTC. Moreover, their effects were partially mediated by L2 grit and FLE, demonstrating that motivational factors contribute to communicative willingness by enhancing learners’ perseverance and positive emotional experiences in language learning. Qualitative findings further showed that WTC is shaped not only by linguistic competence but also by learners’ self-perceptions, emotional engagement, and sustained effort. This study contributes to second language research by integrating motivational and positive psychological dimensions into a unified framework. The findings emphasize the importance of supportive classrooms that foster motivation, resilience, and enjoyment to facilitate effective communication.

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