Unlocking communication in EMI classrooms: The mediating role of mindfulness and apprehension self-regulation in the relationship between EMI teachers' affective support and students' willingness to communicate

Learning disciplinary knowledge in EMI (English as a Medium of Instruction) classrooms presents unique challenges for students, among which willingness to communicate (WTC) has been perceived as a significant barrier. Despite extensive research on WTC in general education settings, little is known about the mechanisms influencing WTC in Chinese EMI contexts. Addressing this gap, the present study investigates both intrapersonal factors (mindfulness and apprehension self-regulation, ASR) and interpersonal factor (teacher affective support, TAS) that affect WTC. Drawing from the broaden-and-build theory and emotion regulation theory, the study proposes a serial medication model in which TAS enhances mindfulness, which then improves ASR, ultimately leading to increased WTC. Using a sequential mixed-methods design, the study collected quantitative data from 534 students across three EMI universities in China, which were then analyzed through Structural Equation Modeling (SEM) using SPSS 27.0 and Mplus 8.7. Additionally, semi-structured interviews with 11 students were qualitatively analyzed via MAXQDA2022. The findings reveal that TAS significantly predicts WTC through both direct and indirect pathways. Directly, TAS has a significant positive effect on WTC. Indirectly, TAS influences WTC via three distinct pathways: (1) through mindfulness alone, (2) through ASR alone, and (3) through a sequential mediation involving both mindfulness and ASR. These empirical findings hold important implications for EMI teachers, teacher trainers, curriculum designers, and policymakers, providing practical insights for improving EMI classroom practices in China.