Modeling the Pathways from Classroom Interaction to Willingness to Communicate: The Mediating Roles of Learner Engagement and L2 Motivation in Pakistani University Classrooms

Abstract

Willingness to communicate (WTC) is widely recognized as a central outcome of second language learning; however, the mechanisms through which classroom experiences shape learners’ communicative readiness remain insufficiently understood. This study examines how classroom interaction influences WTC directly and indirectly through learner engagement and L2 motivation. Drawing on interactionist and complex dynamic systems perspectives, a mediation model was tested using survey data collected from 500 Pakistani university students across multiple disciplines. Data were analyzed through structural equation modeling using IBM SPSS Statistics, IBM SPSS Amos, and SmartPLS. Results indicated that classroom interaction significantly predicted engagement, motivation, and WTC. Both engagement and motivation independently mediated the relationship between interaction and WTC, while a significant serial mediation pathway further revealed that interaction enhances engagement, which strengthens motivation and subsequently promotes communicative readiness. These findings highlight the psychological mechanisms linking classroom practices to communication outcomes and offer pedagogical implications for designing interactive, engaging, and motivating L2 learning environments.