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Article In: ITL - International Journal of Applied Linguistics: Online-First Articles

Affective predictors of out-of-class English learning

The role of L2 motivation, self-confidence, L2 speaking anxiety, and grit

ORCiD logo with link | University of the Balearic Islands
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Abstract
This study examines the relationship between informal L2 learning (ISLL) and affective variables (L2 motivation, self-confidence, L2 speaking anxiety, and grit) among 81 Arts and Science students at the University of the Balearic Islands. Data were collected using a questionnaire. Results indicate low ISLL engagement, particularly in productive activities. Self-confidence demonstrated positive correlations with all forms of informal engagement and was the only significant predictor of overall language contact. L2 motivation was positively associated with self-confidence and overall engagement, while both variables showed negative correlations with L2 speaking anxiety. Grit correlated negatively with informal practices and predicted reduced overall contact. No significant differences emerged between degree programs. These findings highlight the complex influence of affective factors — particularly self-confidence and grit — on informal L2 learning behaviours.
Article outline
  • Introduction
  • Informal language learning
  • Affective factors
    • L2 motivation
    • Self-confidence
    • L2 speaking anxiety
    • Grit
  • Research questions
  • Methodology
    • Participants
    • Instrument
    • Data analysis
  • Results and discussion
    • Levels of engagement with ISLL activities and differences across degree programs (Arts vs. Science)
    • Relationship between informal language practices and affective variables, and differences in affective variables across degree programs
    • Affective variables as potential predictors of students’ ISLL practices
  • Conclusions
  • References
References (90)
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