“Why speak when classroom speaking feels costly?”: meaning in life, enjoyment, engagement, and second-language willingness to communicate among Thai undergraduates

A study conducted among 301 Thai undergraduates investigated the relationship between a sense of meaning in life and willingness to communicate (WTC) in a second language (L2) classroom setting. The research explored whether meaning in life directly or indirectly influences L2 classroom WTC, with enjoyment and engagement posited as potential mediating factors. This study extends previous research that largely focused on classroom emotions, support, and task conditions by considering broader motivational constructs.

Understanding the drivers of participation, particularly in high-effort or visible activities like second language communication, is critical for optimizing learning outcomes and resource allocation in educational settings. Factors such as meaning in life, enjoyment, and engagement, which extend beyond direct pedagogical methods, offer insights into deeper motivational influences that can inform curriculum design and instructional strategies.

Speaking in an L2 classroom is perceived as a high-cost participation activity for many learners, requiring effort and exposing developing L2 abilities.

Forward consideration, not a verified fact.