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Metacognitive Strategies and Willingness to Communicate in L2 Learning: A Mediation Model of Self-Efficacy and Intrinsic Motivation

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Bibliographic Details
Title: Metacognitive Strategies and Willingness to Communicate in L2 Learning: A Mediation Model of Self-Efficacy and Intrinsic Motivation
Language: English
Authors: Mao Zhao, Ting Li, Yating Yu (ORCID 0000-0002-9416-0130), Kuen Fung Sin, En Zheng
Source: SAGE Open. 2025 15(2).
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: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Metacognition, Language Usage, Communication (Thought Transfer), Self Efficacy, Learning Motivation, Second Language Learning, Second Language Instruction, Learning Strategies, Prediction, Correlation, Undergraduate Students, Majors (Students), English (Second Language), Student Attitudes, Student Motivation, Foreign Countries
Geographic Terms: China
DOI: 10.1177/21582440251340830
ISSN: 2158-2440
Abstract: In the sphere of second or foreign language (L2) pedagogy, empirical evidence has increasingly spotlighted the role of learners' metacognitive strategies as formidable predictors of their willingness to engage in L2 communication (WTC). Nonetheless, the interrelationship among learners' metacognitive strategies, self-efficacy, and intrinsic motivation--as a collective force influencing WTC--has not been adequately probed. Addressing this gap, the present research determines the mediating roles of L2 self-efficacy and intrinsic motivation in bridging metacognitive strategies with WTC. The research cohort consisted of undergraduates majoring in English at leading national universities in China, with a comprehensive survey conducted among 316 respondents. The analysis unveiled two pivotal findings: (1) there exists a significant predictive relationship between students' metacognitive strategies and their WTC in L2, and (2) students' self-efficacy and intrinsic motivation in the L2 context mediate this relationship. This study emphasizes the importance of metacognitive strategies, self-efficacy, and intrinsic motivation in promoting L2 communication. The significance and directions for future studies are also discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477140
Database: ERIC
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Abstract:In the sphere of second or foreign language (L2) pedagogy, empirical evidence has increasingly spotlighted the role of learners' metacognitive strategies as formidable predictors of their willingness to engage in L2 communication (WTC). Nonetheless, the interrelationship among learners' metacognitive strategies, self-efficacy, and intrinsic motivation--as a collective force influencing WTC--has not been adequately probed. Addressing this gap, the present research determines the mediating roles of L2 self-efficacy and intrinsic motivation in bridging metacognitive strategies with WTC. The research cohort consisted of undergraduates majoring in English at leading national universities in China, with a comprehensive survey conducted among 316 respondents. The analysis unveiled two pivotal findings: (1) there exists a significant predictive relationship between students' metacognitive strategies and their WTC in L2, and (2) students' self-efficacy and intrinsic motivation in the L2 context mediate this relationship. This study emphasizes the importance of metacognitive strategies, self-efficacy, and intrinsic motivation in promoting L2 communication. The significance and directions for future studies are also discussed.
ISSN:2158-2440
DOI:10.1177/21582440251340830