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A Structural Relationship Model for L2 Oral Proficiency, L2 Interest, Perceived Importance of Speaking, and Out-of-Class L2 Contact

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Title: A Structural Relationship Model for L2 Oral Proficiency, L2 Interest, Perceived Importance of Speaking, and Out-of-Class L2 Contact
Language: English
Authors: Jia Lin (ORCID 0000-0002-6002-8887)
Source: Language Teaching Research. 2025 29(2):700-725.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Oral Language, Language Proficiency, Second Language Instruction, Second Language Learning, Learning Motivation, Informal Education, College Students, Student Attitudes, Chinese, French, Russian, Spanish, Correlation, Teaching Methods, Intercultural Communication, Student Interests
DOI: 10.1177/13621688221074027
ISSN: 1362-1688
1477-0954
Abstract: Using a structural equation modeling approach, this study investigates the structural relationships between second language (L2) oral proficiency and interest in learning the target language (L2 interest), in the presence of potential mediating variables (i.e. perceived importance of speaking, out-of-class contact with L2 resources). It also examines if interactive and noninteractive out-of-class L2 contact function differently in the structural model. Data were collected from 1,922 college students taking Chinese, French, Russian, and Spanish language classes in the United States. Key findings suggest that (1) L2 interest, as one measure of integrativeness and intrinsic motivation, strongly drives L2 oral development. However, its effect is completely mediated by the perceived importance of speaking; (2) Out-of-class L2 contact, either interactive or noninteractive, significantly correlates with L2 interest but has no significant effect on L2 oral proficiency; (3) however, interactive and noninteractive out-of-class L2 contact still function differently in the structural relationship. Interactive language practice based on digital tools could play a promising role in future L2 learning. Pedagogical implications are presented in the discussion section.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1469825
Database: ERIC
FullText Text:
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  Data: A Structural Relationship Model for L2 Oral Proficiency, L2 Interest, Perceived Importance of Speaking, and Out-of-Class L2 Contact
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  Data: <searchLink fieldCode="AR" term="%22Jia+Lin%22">Jia Lin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6002-8887">0000-0002-6002-8887</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2025 29(2):700-725.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Informal+Education%22">Informal Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese%22">Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22Russian%22">Russian</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Intercultural+Communication%22">Intercultural Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink>
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  Data: 10.1177/13621688221074027
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  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Using a structural equation modeling approach, this study investigates the structural relationships between second language (L2) oral proficiency and interest in learning the target language (L2 interest), in the presence of potential mediating variables (i.e. perceived importance of speaking, out-of-class contact with L2 resources). It also examines if interactive and noninteractive out-of-class L2 contact function differently in the structural model. Data were collected from 1,922 college students taking Chinese, French, Russian, and Spanish language classes in the United States. Key findings suggest that (1) L2 interest, as one measure of integrativeness and intrinsic motivation, strongly drives L2 oral development. However, its effect is completely mediated by the perceived importance of speaking; (2) Out-of-class L2 contact, either interactive or noninteractive, significantly correlates with L2 interest but has no significant effect on L2 oral proficiency; (3) however, interactive and noninteractive out-of-class L2 contact still function differently in the structural relationship. Interactive language practice based on digital tools could play a promising role in future L2 learning. Pedagogical implications are presented in the discussion section.
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      – Text: English
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        PageCount: 26
        StartPage: 700
    Subjects:
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: Language Proficiency
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: College Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Chinese
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      – SubjectFull: French
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      – SubjectFull: Russian
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      – SubjectFull: Intercultural Communication
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      – SubjectFull: Student Interests
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      – TitleFull: A Structural Relationship Model for L2 Oral Proficiency, L2 Interest, Perceived Importance of Speaking, and Out-of-Class L2 Contact
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