Modeling the contribution of shame, boredom, and enjoyment to multilingual students’ willingness to communicate in a blended learning environment

While extensive research has explored the influence of emotions on students’ willingness to communicate (WTC) in face-to-face as well as online language classes, there is a notable gap in understanding how emotions such as shame, boredom, and enjoyment impact communication behavior in the context of a hybrid learning environment. To address this gap, the current study investigated the associations among shame, boredom, enjoyment, and WTC. It also examined whether WTC was predicted by the other three constructs, namely shame, boredom, and enjoyment. A total of 411 Saudi Arabian students completed four questionnaires. The results of structural equation modeling (SEM) revealed that the most significant factor influencing WTC was shame, followed by boredom. Unexpectedly, enjoyment did not influence students’ WTC. The implications of the obtained results are explained to educators to make efforts to enhance students’ emotional-communicative experiences in a hybrid learning environment.