Profiling adolescent EFL learners’ socio-psychological orientations toward willingness to communicate: a Q methodology study

Abstract Second language (L2) oral communication involves not only linguistic competence but also complex socio-psychological processes. Guided by the E4MC well-being model, this study employed Q methodology to investigate adolescent EFL learners’ subjective perceptions of various socio-psychological factors influencing their willingness to communicate (WTC). The study involved 29 Chinese secondary students, who were invited to sort 47 statements covering six dimensions: emotions, emotional intelligence, empathy, engagement, motivation, and character strengths. Factor analysis identified six distinct learner profiles: (1) emotionally sensitive yet engaging learners, (2) empathic learners with interpersonal awareness, (3) confidence-oriented learners motivated by constructive feedback, (4) resilient learners with intrinsic motivation, (5) collaborative learners motivated by peer support, and (6) low-motivation learners reliant on teacher feedback. The findings further indicate that classroom oral communication is shaped by interrelated psychological and social dimensions, highlighting the importance of emotionally responsive and learner-centred pedagogy to promote well-being in L2 classrooms.