Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China

The present study examines the direct and indirect relationships between classroom environment (CE), L2 (second/foreign language) learner emotions (i.e. enjoyment, anxiety boredom), their willingness to communicate (WTC) in classes for English as a foreign language (EFL). Participants were 2,268 university students China. Pearson correlation analyses showed significant correlations CE, emotions, WTC, with effect sizes ranging from small large. In addition, three found mediate relationship CE WTC parallel, enjoyment having largest mediating effect, followed by boredom. findings offer insights into how improve students’ an L2.