Foreign Language Peace of Mind as a Mediator of the Relationship Between Academic Stress, Burnout, and Willingness to Communicate in EFL Learners

Abstract

Extensive research has explored the influence of emotions and psychological factors on second language willingness to communicate (L2 WTC); however, gaps persist in understanding the disruptive effects of academic stress and learning burnout, as well as the positive role of foreign language peace of mind (FLPOM) among English as a foreign language (EFL) learners. To fill this gap, the present study investigated the predictive relationships among academic stress, learning burnout, and FLPOM in relation to L2 WTC. It further examined whether FLPOM, conceptualized as a low-arousal positive emotion, mediates the relationship between the high-arousal negative states of academic stress and burnout, which are known to impair cognitive functioning and reduce both learning performance and L2 WTC. A sample of 245 Saudi college-level EFL learners completed self-report questionnaires. Results from Partial Least Squares Structural Equation Modeling indicated that FLPOM was significantly and positively associated with L2 WTC. Although academic stress and learning burnout did not demonstrate statistically significant direct associations with L2 WTC, both were negatively related to L2 WTC indirectly through FLPOM. These findings highlight the importance of fostering positive emotional states to address academic-related emotional challenges and enhance learners’ willingness to communicate. Implications for language teaching and directions for future research are provided.