Second language identity negotiation and willingness to communicate: the roles of belonging and cross-cultural contact
Year: 2026
Type: article
Study design: Observational Study
Abstract: Introduction: Although both second language acquisition and cross-cultural psychology have increasingly recognised the importance of learners' identity and intercultural experiences, the psychological mechanisms linking second language (L2) identity negotiation to willingness to communicate (WTC) remain insufficiently understood. Drawing on identity theory and the multi-level model of WTC, this study examined whether sense of belonging mediates the association between L2 identity negotiation and WTC and whether this indirect association varies according to the quality of intercultural contact. Methods: Using cluster sampling, questionnaire data were collected from 468 undergraduate students majoring in Spanish at Chinese universities. A moderated mediation model was tested to examine the mediating role of sense of belonging and the moderating role of intercultural contact quality. Results: The findings indicated that (1) L2 identity negotiation was positively associated with both sense of belonging and willingness to communicate; (2) sense of belonging partially mediated the association between L2 identity negotiation and willingness to communicate; and (3) intercultural contact quality moderated the first stage of the mediation process, such that the positive association between L2 identity negotiation and sense of belonging was stronger among learners reporting higher-quality intercultural contact. Discussion: These findings suggest that sense of belonging represents an important psychological mechanism linking L2 identity negotiation to willingness to communicate and that the quality of intercultural contact strengthens this association. The study extends existing research by integrating identity theory, the WTC framework, and intergroup contact theory, and provides empirical support for identity-oriented and intercultural approaches to Spanish language teaching.
Source: Frontiers in Psychology
Authors: Lin Liang, Tingting Qiu
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $3,801
OpenAlex ID: W7222944126