A structural relationship model for L2 oral proficiency, L2 interest, perceived importance of speaking, and out-of-class L2 contact

Using a structural equation modeling approach, this study investigates the relationships between second language (L2) oral proficiency and interest in learning target (L2 interest), presence of potential mediating variables (i.e. perceived importance speaking, out-of-class contact with L2 resources). It also examines if interactive noninteractive function differently model. Data were collected from 1,922 college students taking Chinese, French, Russian, Spanish classes United States. Key findings suggest that (1) interest, as one measure integrativeness intrinsic motivation, strongly drives development. However, its effect is completely mediated by speaking; (2) Out-of-class contact, either or noninteractive, significantly correlates but has no significant on proficiency; (3) however, still relationship. Interactive practice based digital tools could play promising role future learning. Pedagogical implications are presented discussion section.