The Role of Psychological Capital in Language Learners’ Willingness to Communicate, Motivation, and Achievement

Abstract

By shifting the focus of studies in applied linguistics from negative psychology to positive psychology,psychological capital (PsyCap) consisting of self-efficacy, hope, optimism, and resilience can be aninfluential factor in the language classrooms. Prior studies have emphasized the role that PsyCap playsin management, though little attention has been given to it in education. Therefore, to address this gap,this research intends to assess the role of PsyCap in learners’ second/foreign (L2) willingness tocommunicate (WTC), L2 motivational self system, and L2 achievement. To achieve this goal, 317 IranianEnglish as a foreign language (EFL) learners took part in the present study and completed the measuresof PsyCap, L2 WTC, and L2 motivational self system. The findings of structural equation modelingdemonstrated that the learners’ PsyCap was a positive significant predictor of L2 WTC, L2 motivationalself system, and L2 achievement. These findings confirm the influential role of PsyCap in languageeducation. Based on the findings, some recommendations were presented on how to apply PsyCap to therealm of language education.