The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context

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dc.authorid0000-0002-3285-7661
dc.authorid0000-0002-8393-2537
dc.authorid0000-0003-0011-9442
dc.authorid0009-0008-6768-6664
dc.contributor.authorNamaziandost, Ehsan
dc.contributor.authorCakmak, Fidel
dc.contributor.authorHeydarnejad, Tahereh
dc.contributor.authorRezai, Afsheen
dc.date.accessioned2026-01-24T12:31:03Z
dc.date.available2026-01-24T12:31:03Z
dc.date.issued2024
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractPsychological factors, such as the fear of misunderstandings, making grammatical mistakes, and academic demotivation contribute to students' anxiety when speaking English in language classes. Some students may struggle to contribute actively to tasks and activities in English because they do not perceive themselves to be autonomous agents, feel engaged with the specific task, or are more generally academically demotivated. It is a critical goal of all English language teachers to assist these students in developing academic self-confidence and autonomy and in honing their spoken English. Drawing upon a quantitative method, the current study delved into a university setting to investigate the impact of autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in English as a Foreign Language (EFL). Three hundred eighty-seven EFL students completed a survey. The results of Structural Equation Modeling (SEM), along with the Confirmatory Factor Analysis (CFA) as part of the measurement model validation, demonstrated that enhancing the EFL students' autonomy and academic engagement could significantly foster their willingness to communicate in English, as well as their self-esteem, and L2 grit. Overall, the results highlighted how the two pillars of self-determination theory, autonomy and academic engagement, contribute to positive psychology outcomes in the EFL domain. Relevant pedagogical consequences of this investigation are discussed based on the findings of the study.
dc.identifier.doi10.1016/j.actpsy.2024.104528
dc.identifier.issn0001-6918
dc.identifier.issn1873-6297
dc.identifier.pmid39405746
dc.identifier.scopus2-s2.0-85206076707
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.actpsy.2024.104528
dc.identifier.urihttps://hdl.handle.net/20.500.12868/5623
dc.identifier.volume250
dc.identifier.wosWOS:001336116900001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherElsevier
dc.relation.ispartofActa Psychologica
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20260121
dc.subjectAutonomy
dc.subjectAcademic engagement
dc.subjectWillingness to communicate
dc.subjectSelf-esteem
dc.subjectL2 grit
dc.subjectEFL learners
dc.titleThe predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context
dc.typeArticle

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