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<p>This study investigated how psychological factors (e.g., mindsets and emotions) influence early Korean adolescents’ willingness to communicate in a second language (L2WTC) in classroom and out-of-class contexts. Drawing on a person-centered framework, this study employed cluster analysis to identify affective–cognitive learner profiles of 109 first-year secondary school students. The results revealed two distinct clusters with contrasting psychological traits: (1) Adaptive (high enjoyment/growth mindset and low anxiety/fixed mindset) and (2) Vulnerable (low enjoyment/growth mindset and high anxiety/fixed mindset). A repeated-measures analysis of variance revealed significant context-by-cluster interactions, with Adaptive learners reporting greater L2WTC than Vulnerable learners in both contexts, especially in out-of-class situations. The regression analyses further indicated that emotions predicted L2WTC among Adaptive learners, whereas mindset factors were more influential among Vulnerable learners. These findings underscore the importance of tailoring pedagogical support to learner profiles and offering differentiated pathways to foster L2WTC across various learning contexts.</p>

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Profiling Korean Adolescents’ Willingness to Communicate in English: Mindsets and Emotions Across Classroom and Out-of-Class Contexts

  • 期刊论文

  • 发表日期：

    2026年4月11日

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  • Jeong-eun Kim

摘要

This study investigated how psychological factors (e.g., mindsets and emotions) influence early Korean adolescents’ willingness to communicate in a second language (L2WTC) in classroom and out-of-class contexts. Drawing on a person-centered framework, this study employed cluster analysis to identify affective–cognitive learner profiles of 109 first-year secondary school students. The results revealed two distinct clusters with contrasting psychological traits: (1) Adaptive (high enjoyment/growth mindset and low anxiety/fixed mindset) and (2) Vulnerable (low enjoyment/growth mindset and high anxiety/fixed mindset). A repeated-measures analysis of variance revealed significant context-by-cluster interactions, with Adaptive learners reporting greater L2WTC than Vulnerable learners in both contexts, especially in out-of-class situations. The regression analyses further indicated that emotions predicted L2WTC among Adaptive learners, whereas mindset factors were more influential among Vulnerable learners. These findings underscore the importance of tailoring pedagogical support to learner profiles and offering differentiated pathways to foster L2WTC across various learning contexts.