Examining the Influence of Classroom Interaction on Willingness to Communicate: The Mediating Roles of Peer Support and Foreign Language Enjoyment in Pakistani University Students

Abstract

The present study investigates the complex relationships between classroom interaction, peer support, foreign language enjoyment (FLE), and students’ willingness to communicate (WTC) in foreign language learning contexts. Data were collected from 500 Pakistani university students across disciplines including Psychology, English, and Business, using a combination of online and face-to-face surveys. Structural equation modeling (SEM) and partial least squares SEM (PLS-SEM) were employed to examine direct, mediating, and serial mediation effects. Results indicated that classroom interaction significantly enhances WTC both directly and indirectly. Peer support and FLE were identified as significant mediators, with evidence of a chain mediation wherein classroom interaction promotes peer support, which enhances enjoyment, ultimately increasing WTC. These findings highlight the socio-emotional pathways linking interactive learning environments to communicative engagement, offering valuable insights for designing learner-centered and affectively supportive pedagogical strategies. Implications for theory, practice, and future research are discussed.

Keywords: Classroom Interaction; Willingness to Communicate; Peer Support; Foreign Language Enjoyment; Structural Equation Modeling ; Socio-emotional Learning.