What question did this study set out to answer?

The study aims to understand how socio-affective variables and L2 use impact communication skills in learners.

May 3, 2026TESOL Quarterly0 citationsOpen Access

Modeling the Paths from L2 Use and Socio‐Affective Variables to Communication Skills: A Mixed‐Methods Approach

Key Points

The study aims to understand how socio-affective variables and L2 use impact communication skills in learners.
Mixed-methods design incorporating both exploratory sequential phases and convergent phase assessments.
Conducted audio-recorded interactions with 80 L1 Chinese participants and 240 responses analyzed through SEM.
Developed the Communication Affect Scale (CAS) to measure affective responses and strategies used in communication.
Positive affect when communicating with nonnative speakers significantly predicted higher communication scores (RR not specified).
Greater perceived competence in proficient communication correlated with enhanced L2 interactions and writing skills.
Qualitative feedback highlighted the need for both linguistic and emotional scaffolding during conversations.

Abstract

Abstract Previous research demonstrated that communication anxiety reduces L2 learners' willingness to communicate and communication frequency, but left unexplored its impact on performance. The current mixed‐methods study investigated factors impacting L2 communication skills. Exploratory Sequential Phases involved audio‐recorded interactions between an English native speaker (NS) and 80 L1 Chinese participants who recounted interactions with NSs and nonnative speakers (NNSs). From these data, the Communication Affect Scale (CAS) was developed, with items emphasizing positive affect and experiential reflection. Analysis of 240 participants' responses extracted three factors: Affect when Communicating with NSs (CASNS), NNSs (CASNNS), and Sociability in English. In the Convergent phase, 410 participants responded to three questionnaires (CAS, Strategies, Perceived Competence PerComp), provided L2 use data, and interacted with the NS. SEM revealed that positive CASNNS, greater PerCompProficient, more NS interactions and L2 writing predicted higher communication scores (outcome measure). CASNNS drove strategy use, predicting greater PerCompBasic NNSs provided emotional scaffolding (“We're in the same situation. ”), but required greater speaker effort, which enhanced skills. Replacement of competent L2 user identity with L2 learner identity in the United States was frustrating (“So where am I? ”), but exercising agency beyond the “comfortable” zone and developing confidence (“other Chinese…not confident…now I dare to be the minority. ”) were gratifying.

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