Research into second or foreign language (L2) learning has demonstrated that L2 anxiety, perceived proficiency, and L2 willingness to communicate (L2WTC) profoundly impact language learning outcomes. However, the complex interplay between these variables has yet to be fully explored, as these factors are dynamic and context-specific and can vary across different learners and learning environments. The study, therefore, utilized a cross-sectional quantitative survey research design to scrutinize the causal relationships between L2 anxiety, English proficiency, and L2WTC of 609 Ethiopian preparatory school students. The model for the L2WTC, both inside and outside the classroom, has been expanded to include an additional sub-scale known as the L2WTC in a digital setting. Moreover, in contrast to the commonly recognized debilitative-focused L2 anxiety, the construct of L2 anxiety has been divided into facilitative and debilitative anxiety. This method allows us to measure not only the presence or absence of anxiety but also evaluate if anxiety helps or hinders the L2 learning experience. A self-assessment proficiency measure was also developed specifically for Ethiopian high school students. The study treated facilitative and debilitative anxiety as independent variables while considering English proficiency and L2WTC in the classroom, outside the classroom, and in digital settings as dependent variables. English proficiency was also used as an independent variable to predict L2WTC in these three settings. Our proposed model, including these variables, was tested using structural equation modelling (SEM). According to the descriptive analysis, the mean scores of L2WTC in the three settings were generally low, ranging from 2.30 to 2.84. Debilitative anxiety casts a shadow on the positive aspects of anxiety. The English proficiency was also too low. According to SEM, debilitative anxiety displayed a statistically significant negative impact on L2WTC inside and outside the classroom, in digital settings, and English proficiency. In contrast, facilitative anxiety was found to positively contribute to L2WTC outside the classroom, in digital settings, and in English proficiency. English proficiency made a statistically significant and positive contribution to L2WTC within and outside the classroom and in digital contexts. L2WTC inside the classroom positively contributed to L2WTC outside the classrooms and in digital contexts. We systematically compared the findings with existing studies in the discussion and elucidated the pedagogical implications, limitations, and potential future research avenues. The outcomes of our study have the potential to significantly contribute to the advancement of theoretical and empirical knowledge about improving English education, learning, and communication not only in Ethiopia but also in similar contexts of English as a foreign language (EFL).

中文翻译：

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课堂、非课堂和数字环境中的 L2 焦虑、熟练程度和沟通能力：来自埃塞俄比亚预科学校的见解


对第二语言或外语 （L2） 学习的研究表明，第二语言焦虑、感知熟练度和第二语言交流意愿 （L2WTC） 对语言学习结果有深远影响。然而，这些变量之间复杂的相互作用尚未得到充分探索，因为这些因素是动态的和特定于情境的，并且可能因不同的学习者和学习环境而异。因此，该研究利用横断面定量调查研究设计来仔细研究 609 名埃塞俄比亚预科学校学生的 L2 焦虑、英语熟练度和 L2WTC 之间的因果关系。L2WTC 的模型，无论是在课堂内还是课堂外，都已扩展为包括数字环境中一个称为 L2WTC 的额外子量表。此外，与普遍公认的以衰弱为重点的 L2 焦虑相反，L2 焦虑的结构分为促进性焦虑和衰弱性焦虑。这种方法不仅可以让我们测量焦虑的存在与否，还可以评估焦虑是帮助还是阻碍 L2 学习体验。还专门为埃塞俄比亚高中生开发了自我评估熟练度测量方法。该研究将促进性和衰弱性焦虑视为自变量，同时将课堂内、课堂外和数字环境中的英语熟练度和 L2WTC 视为因变量。英语熟练度也被用作自变量来预测这三种情况下的 L2WTC。我们提出的模型，包括这些变量，使用结构方程模型 （SEM） 进行了测试。根据描述性分析，3 种情况下 L2WTC 的平均评分普遍较低，范围为 2.30 至 2.84。 衰弱性焦虑给焦虑的积极方面蒙上了一层阴影。英语熟练度也太低了。根据 SEM 的说法，衰弱性焦虑对课堂内外、数字环境和英语熟练度的 L2WTC 显示出统计学上显着的负面影响。相比之下，发现促进性焦虑在课堂外、数字环境和英语熟练度方面对 L2WTC 有积极贡献。英语熟练度在课堂内外和数字环境中对 L2WTC 做出了具有统计学意义的积极贡献。课堂内的 L2WTC 对课堂外和数字环境中的 L2WTC 做出了积极贡献。我们在讨论中系统地将研究结果与现有研究进行了比较，并阐明了教学意义、局限性和潜在的未来研究途径。我们的研究结果有可能为改善英语教育、学习和交流的理论和实证知识的进步做出重大贡献，不仅在埃塞俄比亚，而且在英语作为外语 （EFL） 的类似背景下。