Impact of teacher support on L2WTC: the mediating roles of foreign language enjoyment and growth language mindset

Past research has shown that social support from teachers plays an important role in learners’ willingness to communicate (WTC). However, research on how specific types of teacher support – emotional, appraisal, and instrumental – affect L2WTC is limited, particularly regarding the mediating roles of foreign language enjoyment and growth language mindset. This study examined these relationships using data from 485 Chinese undergraduates, analyzed through structural equation modeling (SEM). Results revealed that none of the three types of teacher support directly influenced L2WTC. However, indirect effects emerged through foreign language enjoyment and growth language mindset. Emotional and appraisal support positively impacted foreign language enjoyment, while instrumental support had a negative effect. Foreign language enjoyment, in turn, positively influenced L2WTC, mediating the effects of all three types of teacher support. Additionally, emotional and instrumental support significantly promoted growth language mindset, whereas appraisal support did not. Growth language mindset further positively influenced L2WTC, mediating the effects of emotional and instrumental support on L2WTC. The findings suggest that teachers can indirectly boost learners’ L2WTC by providing emotional support through listening to their concerns and organizing collaborative activities, offering appraisal support through constructive and growth-oriented feedback, and delivering instrumental support by strategically fostering autonomy and problem-solving skills.