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Abstract As an important indicator of second language learning outcome, willingness to communicate (WTC) in a second language (L2) has been widely known to be influenced by multiple factors, including individuals’ psychological factors, contextual factors and communication anxiety. However, the relationships between these factors and the mechanism under their effects on L2 WTC are still unclear. In this study, we recruited 929 first-year English-as-a-foreign-language (EFL) university students to examine how emotional intelligence predicts willingness to communicate and the moderating mediation role of class social climate between them. Structural equation model (SEM) demonstrated that emotional intelligence positively predicted L2 WTC; class social climate significantly moderated the association between emotional intelligence and L2 WTC; communication anxiety mediated the moderation role of class social climate when it acts between emotional intelligence and L2 WTC. This study constructed a theoretical model combining both individual and situated factors for the exploration of the mechanisms of the effect of emotional intelligence on L2 WTC. It also provides practical implications for fostering L2 learners’ willingness to communicate.
Key words: L2 WTC; emotional intelligence; class social climate; communication anxiety
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