Examining the roles of spiritual motivation, religiosity, and L2 WTC in English

Abstract

Recognizing the importance of students’ attitudes in enhancing their educational achievements, this study aimed to examine the roles of spiritual motivation, religiosity, and L2 WTC (Willingness to Communicate) in students’ English language achievements. The study aimed to create a scale to assess students’ spiritual motivation. Additionally, it scrutinized the relationship between spiritual motivation, religiosity, and L2 WTC. The data was collected from 194 students (97 males; 97 females) coming from both social and non-social sciences who completed three questionnaires: spiritual motivation, religiosity, and L2 WTC scales. Descriptive and inferential statistics were obtained using SPSS (Statistical Package for Social Sciences), and AMOS (Analysis of a Moment Structure). The analysis confirmed that both spiritual motivation and religiosity scales have reliable psychometric properties. SEM (Structural Equation Modeling) also revealed that spiritual motivation and religiosity are positively associated with L2 WTC. However, neither of the dependent variables emerged as predictors of English language acquisition. Notably, when mediated by spiritual motivation, SEM revealed that religiosity can predict L2 WTC. The study concludes with a discussion of the results and implications for research.