Classroom Interactions in the Target Language: Learners’ Perceptions, Willingness to Communicate, and Communication Behavior

Wang, Chaochang; Tseng, Wen‐Ta; Chen, Yih-Lan; Cheng, Hsing-Fu

doi:10.1007/s40299-019-00492-y

Cited by 19 publications

(17 citation statements)

References 22 publications

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“…Skillful use of synchronous communication, both in video format and in chat format, can quickly improve students' and teachers' communication skills. The primary motivation is often the possibility of communication on topics of interest in the target language [43,44]. Internet networks provide students with a massive number of sites, videoconferences, chats on entirely different topics.…”

Section: Synchronous and Asynchronous Online Communication Toolsmentioning

confidence: 99%

Online Communication Tools in Teaching Foreign Languages for Education Sustainability

et al. 2021

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Higher education curricula are developed based on creating conditions for implementing many professional and universal competencies. In Russia, one of the significant competencies for a modern specialist is business communication in oral and written forms in the Russian language and a foreign language. Therefore, teaching students to write in a foreign language is one of the modern requirements for young specialists’ professional training. This article aimed to study the tools of online communication that are used in teaching foreign languages. The article presents the results of an empirical study and analysis of factors of application of online communication technologies in foreign languages teaching, synchronous and asynchronous means used in online learning, and the advantages of integrating online communication tools into the educational process of teaching a foreign language. The study of the advantages and disadvantages of educational platforms is based on an analysis of information and online communication technologies used in the educational process. Based on the example of teaching a foreign language, the article shows how online communication platforms are involved in the educational process. Furthermore, the teachers’ and students’ opinions are presented on how online platforms are convenient. The survey involved 928 first-year students and 76 foreign language teachers of Volgograd State University (Volgograd), Linguistics University of Nizhny Novgorod (Nizhny Novgorod), Tomsk Polytechnic University (Tomsk), Ural Federal University, named after the first President of Russia B.N. Yeltsin (Ekaterinburg). It was revealed that the integration of online communication tools has positive effects on the formation and development of written communication skills.

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Section: Synchronous and Asynchronous Online Communication Toolsmentioning

confidence: 99%

Online Communication Tools in Teaching Foreign Languages for Education Sustainability

et al. 2021

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“…In addition, teacher and student interaction are significant because they are a way to assess students' material comprehension [52]. Furthermore, students feel that in-class interaction motivates them to communicate [53], [54], which allows them to experiment with the language. In an online class, internet connection makes interaction possible through video conference applications such as Zoom and Google Meet or chatting services through Learning Management System such as Moodle, Edmodo, and Google Classroom.…”

Section: Discussionmentioning

confidence: 99%

Correlation Between Student Internet Access and Teachers’ Self-Efficacy in Teaching Online Classes

Mustafa

Weda

Masykar³

2022

Int. J. Emerg. Technol. Learn.

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The most critical requirement of an online class is the availability of the internet for a teacher and students alike. The objective of this study was to find out how student internet access correlates to teachers’ self-efficacy in teaching an online class. This quantitative study used categorical data obtained using two questionnaires, one of which was student internet access consisting of three constructs, and the other is teachers’ self-efficacy in teaching an online class. The questionnaires were distributed online to in-service teachers who had completed or almost completed an online teacher professional development program in four major universities in Indonesia. As many as 158 teachers completed both questionnaires. The data were analyzed using Spearman Correlation Coefficient to reject the null hypothesis at the significance level of 0.05. The correlation was calculated for seven teacher categories, i.e. teachers in urban areas, teachers in rural areas, elementary school teachers, junior high school teachers, senior high school teachers, experienced teachers, and inexperienced teachers. The research results show that teacher-reported student internet access correlates with teachers’ self-efficacy in teaching an online class. The level of correlation ranges from weak to strong correlations, with moderate correlations for most teacher categories. The implication of this study for teacher education is also discussed.

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“…Given that a principal motivation for learning an L2 is to use it for communicative purposes with people from a different speech community (MacIntyre, 2007), L2 WTC-which according to research has a causal association with L2 use (Hashimoto, 2002)-is considered an important individual difference factor in L2 acquisition (MacIntyre, 2007;Matsuoka & Evans, 2005). In light of the salience of learners' L2 WTC, research has shown that it can be directly and indirectly explained by learners' individual differences with respect to antecedents such as communicative anxiety (MacIntyre et al, 2003), personality (MacIntyre et al, 1999), attitudes and motivation (Wang et al, 2019;Yashima, 2002;Yashima et al, 2004), self-perceived communicative competence and self-confidence (Cao & Philp, 2006;Hashimoto, 2002;MacIntyre & Charos, 1996;Yu, 2009), and learning belief (Fushino, 2010;Peng, 2014). Similarly, many contextual antecedents have also been found to be predictive of learners' L2 WTC, such as classroom environment (Peng & Woodrow, 2010), group size (Cao & Philp, 2006;Zarrinabadi et al, 2014), cultural background (Cao & Philp, 2006), and teacher-related factors (Kang, 2005;Mystkowska-Wiertelak, 2016;Tavakoli & Zarrinabadi, 2018;Wen & Clément, 2003;Zarrinabadi, 2014;Zarrinabadi et al, 2014).…”

Section: Wtc In L2mentioning

confidence: 99%

“…In a pioneering study on verifying a causal SEM model, Wang et al (2019) found that learners' attitudes toward teacher-learner interaction and learner-learner interaction had differential effects on the learners' L2 WTC and learning behaviors. Hence, presumably and logically, teachers' attitudes toward teacher-learner interaction and learner-learner interaction may likewise exert varying degrees of explanatory power over both the teachers' L2 WTC and their TB.…”

Section: Teachers' Wtc In Englishmentioning

confidence: 99%

“…The relationships between teachers' attitude toward classroom interaction (ACI), WTC, IWTC, and TB can be considered theoretically and empirically. In general, a teacher's attitude toward a given task has been suggested to have an impact on his or her L2 WTC (e.g., Wang et al, 2019;Dörnyéi & Kormos, 2000;Fushino, 2010;Peng, 2014;Yu, 2009). Furthermore, according to one study, pre-service teachers regard using an L2 in the classroom as constituting a considerable challenge (Viáfara, 2011).…”

Section: Research Hypothesesmentioning

confidence: 99%

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Toward an Instructional WTC-Mediated Model for L2 Classroom Interaction

Wang

Tseng

2020

Sage Open

Self Cite

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This study examined the mediating roles of two forms of willingness to communicate (WTC) in the relationship between teachers’ attitudes toward classroom interaction and L2 classroom teaching behaviors. Classroom interaction is held to be pivotal in the acquisition of a second language, and the attitudes of L2 teachers toward it may play a critical role in determining their instructional willingness to integrate it into their teaching and the extent to which it features in their teaching behavior. However, few studies advance this line of research. To address the research gap on this issue, the purpose of this study is to establish an empirical model to examine the causal relationships between the attitudes of L2 teachers toward classroom interaction, their instructional willingness, and their teaching behavior. The empirical data consist of survey responses from 410 Taiwanese high school teachers of English. The structural equation modeling (SEM) results showed that both the general form and the instructional form of WTC significantly mediated the causal relationships between teachers’ attitudes toward classroom interaction and teachers’ L2 teaching behaviors. A multi-group analysis further showed that the two forms of WTC played a more salient mediating role in the practice of senior teachers, defined as those with more than 10 years of teaching experience, than in the practice of junior teachers, defined as those with 10 years or less teaching experience. The research and pedagogical implications are presented in light of the research findings.

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Classroom Interactions in the Target Language: Learners’ Perceptions, Willingness to Communicate, and Communication Behavior

Cited by 19 publications

References 22 publications

Online Communication Tools in Teaching Foreign Languages for Education Sustainability

Online Communication Tools in Teaching Foreign Languages for Education Sustainability

Correlation Between Student Internet Access and Teachers’ Self-Efficacy in Teaching Online Classes

Toward an Instructional WTC-Mediated Model for L2 Classroom Interaction

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