“You women are so strange”
Moderated mediation analysis of the link between Conscientiousness and L2 willingness to communicate
Bibliographic Data
| ID | 21196572 |
|---|---|
| Authors | Ewa Piechurska-Kuciel (0000-0002-6690-231X, University of Opole), Katarzyna Ożańska-Ponikwia (0000-0003-4896-0521, University of Bielsko-Biała), Katarzyna Skałacka (0000-0003-2188-7547, University of Opole) |
| Year | 2026 |
| Volume | 17 |
| Issue | 2 |
| Pages | 617-640 |
| Publication date | 2026-03-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Applied Linguistics Review (JOURNAL) |
| Journal identifiers | ISSN: 1868-6303 • E-ISSN: 1868-6311 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/applirev-2023-0067 |
| OpenAlex | W7117249517 |
| Language | EN |
| References cited | 85 |
The study aimed to address a research gap pertaining to establishing the role of personality traits in foreign language learning. Particularly, the aim of this paper was to examine the link between the personality trait of Conscientiousness and the L2 willingness to communicate, when mediated by language anxiety, and moderated by gender. The participants were 590 secondary school students whose responses to a questionnaire allowed to test a moderated mediation model, assessing language anxiety as a mediator, and gender as a moderator in the Conscientiousness-L2 WTC link. The established results suggest that the positive link between Conscientiousness and L2 WTC is slightly weakened with the mediation of language anxiety, being negatively related to language anxiety, that, in turn, negatively predicts L2 WTC. Moreover, the link under consideration is strongly moderated by gender, which proves that conscientious females are more willing to communicate in a foreign language, in spite of the influence of language anxiety. This research can be regarded a significant step towards a better understanding of the direct and indirect effect of personality traits on FL-specific factors
Big Five personality traits · Conscientiousness · Mediation · Moderated mediation · Moderation · Personality · Trait · Willingness to communicate · EFL/ESL Teaching and Learning · International Student and Expatriate Challenges · Personality Traits and Psychology
Conscientiousness
Personality in Adulthood
L2 Selves, Emotions, and Motivated Behaviors
The Foreign Language Classroom Anxiety Scale and Academic Achievement
Foreign Language Anxiety and Foreign Language Performance
I Like to Do It, I'm Able, and I Know I Am
Language Learning and Perfectionism
State‐Trait Anxiety Inventory
Second Language Anxiety and Achievement
Foreign Language Classroom Anxiety
The development of markers for the Big-Five factor structure.
How Social Support and Foreign Language Anxiety Impact Willingness to Communicate in English in an EFL Classroom
Conscientiousness as a Predictor of the Gender Gap in Academic Achievement
Self-regulation and personality among L2 writers
How can L2 motivational self system enhance willingness to communicate? The contribution of foreign language enjoyment and anxiety
Emotional intelligence as a mediator in the relationship between neuroticism and L2 achievement
The ‘unforgettable’ experience of foreign language anxiety
Factors affecting willingness to communicate in a Spanish university context
A Meta-Analysis of Test-Retest Reliability in Language Anxiety Research
Personality Facets, Writing Strategy Use, and Writing Performance of College Students Learning English as a Foreign Language
Conscientiousness predicts greater recovery from negative emotion
Gender Differences in Relationship Between Resilience and Big Five Personality Traits in Japanese Adolescents
Willingness to communicate and action control
Openness to experience as a predictor of L2 WTC
The relationship between second language competence and willingness to communicate
Willingness to communicate in a multilingual context
What do conscientious people do? Development and validation of the Behavioral Indicators of Conscientiousness (BIC)
Does successfully changing personality traits via intervention require that participants be autonomously motivated to change
The manifestation of traits in everyday behavior and affect
Is doing your homework associated with becoming more conscientious
Development of conscientiousness in childhood and adolescence
Cybernetic Big Five Theory
Theory-driven intervention for changing personality
Using individual interest and conscientiousness to predict academic effort
Conceptualizing Willingness to Communicate in a L2
A Meta-analysis of L2 Willingness to Communicate and Its Three High-Evidence Correlates
Anxiety and Second-Language Learning
| Highly cited | No |
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