The Full Mediating Role Of Self-confidence In The Relationship Between Classroom Social Climate And Willingness To Communicate In Digital Contexts: Insights From L2 Chinese Learners In Target Language Environments

1. Research Hypothesis
H1. Task orientation (TO) is significantly related to WTC in digital contexts among L2 Chinese learners in target environments.
H2. Student cohesiveness (SC) is significantly related to WTC in digital contexts among L2 Chinese learners in target environments.
H3. Teacher support (TS) is significantly related to WTC in digital contexts among L2 Chinese learners in target environments.
H4. Task orientation (TO) is significantly related to COF among L2 Chinese learners in target environments.
H5. Student cohesiveness (SC) is significantly related to COF among L2 Chinese learners in target environments.
H6. Teacher support (TS) is significantly related to COF among L2 Chinese learners in target environments.
H7. COF is significantly related to WTC in digital contexts among L2 Chinese learners in target environments.
H8. COF significantly mediates between task orientation (TO) and WTC in digital contexts among L2 Chinese learners in target environments.
H9. COF significantly mediates between student cohesiveness (SC) and WTC in digital contexts among L2 Chinese learners in target environments.
H10. COF significantly mediates between teacher support (TS) and WTC in digital contexts among L2 Chinese learners in target environments.
2. Data and Collection Method
The data were gathered from 457 international students studying Chinese in Shandong Province, China. The quantitative survey used standardized questionnaires to assess TO, SC, TS, COF, and WTC. Statistical analysis was conducted using AMOS 26.0 to construct a Structural Equation Model (SEM), examining the relationships between variables and testing the mediation model of COF.
3. Findings
(1) Task orientation, student cohesiveness, and teacher support did not directly predict WTC in digital contexts among L2 Chinese learners; (2) Task orientation and student cohesiveness significantly predicted self-confidence (p<0.001); (3) Self-confidence significantly predicted WTC in digital contexts (p<0.001); and (4) Self-confidence fully mediates the relationship between task orientation, student cohesiveness and WTC in digital contexts.